| Johansson, Stefan, Yang Hansen, Kajsa, Thorsen, Cecilia |
2023 |
A modeling approach to identify academically resilient students |
| Stainthorp, Rhona |
2020 |
A national intervention in teaching phonics |
| García-Crespo, Francisco J., Fernández-Alonso, Rubén, Muñiz, José |
2021 |
Academic resilience in European countries |
| Brinkmann, Maximilian, Huth-Stöckle, Nora, Schunck, Reinhard , Teltemann, Janna |
2024 |
Achievement or Social Background? |
| Caro, Daniel H., Kyriakides, Leonidas, Televantou, Loulia |
2018 |
Addressing omitted prior achievement bias in international assessments |
| Olifant, Tilla, Boakye, Naomi |
2022 |
An interdependent literacy model to assist with critical reading comprehension in the English first additional language classroom |
| Toprak-Yildiz, Tugba Elif |
2021 |
An international comparison using cognitive diagnostic assessment |
| Cordero, Jose M., Cristóbal, Víctor, Santín, Daniel |
2018 |
Causal inference on education policies |
| Lim, Fei Victor, Tan, Jia Min |
2021 |
Curriculum and assessment mismatch |
| Maluch, Jessica Tsimprea |
2022 |
Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students |
| Haoning Mah, Grace, Hu, Xiangqing, Yang, Weipeng |
2021 |
Digital technology use and early reading abilities among bilingual children in Singapore |
| Hu, Jie, Dong, Xin, Peng, Yi |
2021 |
Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions |
| Dockx, Jonas, Bellens, Kim, De Fraine, Bieke |
2020 |
Do textbooks matter for reading comprehension? |
| Lorenz, Theresa, Schneebaum, Alyssa |
2023 |
Does early educational tracking contribute to gender gaps in test achievement? |
| Strand, Olaug |
2023 |
Does the optimism hypothesis hold true when assessed using large-scale data? |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| Baloyi, Hlengani |
2021 |
Equity of access to schools for classroom-based research in South Africa |
| Bulut, Hatice Cigdem, Bulut, Okan, Arikan, Serkan |
2022 |
Evaluating group differences in online reading comprehension |
| Guo, Lu, Wang, Jian, Lee, Jaehoon, Lesley, Mellinee |
2023 |
Examining the differentiated impacts of balanced literacy |
| Al-Jefri, Hanan Mohamed, Areepattamannil, Shaljan |
2019 |
Examining the relations of early literacy activities and skills to reading dispositions, engagement, and achievement among fourth-grade students in the United Arab Emirates |
| Atasever, Umut, Jerrim, John, Tieck, Sabine |
2023 |
Exclusion rates from international large-scale assessments |
| Cordero, José Manuel, Mateos-Romero, Lucía |
2021 |
Exploring factors related with resilience in primary education |
| Spaull, Nic, Makaluza, Nwabisa |
2019 |
Girls do better |
| Jakubowski, Maciej, Gajderowicz, Tomasz, Patrinos, Harry Anthony |
2023 |
Global learning loss in student achievement |
| Jerrim, John |
2023 |
Has Peak PISA passed? |
| Guzmán‐Simón, Fernando, Gil-Flores, Javier, Pacheco‐Costa, Alejandra |
2020 |
Home literacy environment and reading comprehension in Spanish primary education |
| Xiao, Xiao-yun |
2022 |
How motivational constructs predict reading amount and reading achievement |
| Chen, Fu, Sakyi, Alfred, Cui, Ying |
2021 |
Linking student, home, and school factors to reading achievement |
| Gromada, Anna |
2022 |
Moderate gaming and internet use show positive association with online reading of 10-year-olds in Europe |
| van Staden, Surette, Combrinck, Celeste, Roux, Karen, Tshele, Mishack, Palane, Nelladee M. |
2019 |
Moving beyond league table standings |
| Keller, Lena, Preckel, Franzis, Brunner, Martin |
2021 |
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school |
| Rindermann, Heiner , Ceci, Stephen J. |
2018 |
Parents’ education is more important than their wealth in shaping their children’s intelligence |
| Oberleiter, Sandra, Fries, Jonathan, Schock, Laura S., Steininger, Benedikt, Pietschnig, Jakob |
2023 |
Predicting cross-national sex differences in large-scale assessments of students' reading literacy, mathematics, and science achievement |
| Cho, Byeong-Young, Hwang, HyeJin, Jang, Bong Gee |
2021 |
Predicting fourth grade digital reading comprehension |
| Huang, Jing, Lee, Chi-Kin John, Yeung, Susanna Siu-sze |
2020 |
Predicting reading motivation and achievement |
| Janssen, Lisa, Zwier, Dieuwke, Van De Werfhorst, Herman G. |
2023 |
Privatization of preschool education |
| Crespo, Francisco Javier García, Alonso, Rubén Fernández, Muñiz, José |
2019 |
Resilient and low performer students |
| Michela, Braga, Daniele, Checchi, Francesco, Scervini, Garrouste, Christelle |
2020 |
Selecting or rewarding teachers? |
| Bolden, David, Tymms, Peter |
2020 |
Standards in education |
| Chen, Jiangping, Zhang, Yang, Hu, Jie |
2021 |
Synergistic effects of instruction and affect factors on high- and low-ability disparities in elementary students’ reading literacy |
| Mudrak, Jiri, Zabrodska, Katerina, Takacs, Lea |
2020 |
Systemic approach to the development of reading literacy |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |
| Rindermann, Heiner , Becker, David |
2023 |
The future of intelligence |
| Želvys, Rimantas, Esenova, Kamchat, Rakhymberdyeva, Ainur |
2019 |
The managerial experience and postgraduate university training of school principals |
| Addey, Camilla |
2024 |
Treason and revenge: the emergence and continuation of ILSA contracting |
| George, Ann Cathrice, Robitzsch, Alexander |
2021 |
Validating theoretical assumptions about reading with cognitive diagnosis models |
| Ji, Xuejun Ryan, Wu, Amery D. |
2023 |
Validation as Evaluating Desired and Undesired Effects |
| Marôco, João |
2021 |
What makes a good reader |