Inference Instruction for Struggling Readers: a Synthesis of Intervention Research Colby S. Hall Review Article 07 January 2015 Pages: 1 - 22
Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts Emily M. Grossnickle Review Article 28 December 2014 Pages: 23 - 60
Revisiting the Role of Rewards in Motivation and Learning: Implications of Neuroscientific Research Suzanne Hidi Review Article 22 April 2015 Pages: 61 - 93
Unpacking the Complexity of Linear Equations from a Cognitive Load Theory Perspective Bing Hiong NguHuy P. Phan Review Article 28 February 2015 Pages: 95 - 118
Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis Virginia M. C. TzeLia M. DanielsRobert M. Klassen Review Article 17 March 2015 Pages: 119 - 144
Positive Behavior Interventions: the Issue of Sustainability of Positive Effects Alexander Seeshing YeungRhonda G. CravenTimothy J. Lewis Review Article 16 April 2015 Pages: 145 - 170
Does Writing Summaries Improve Memory for Text? Arie S. SpirgelPeter F. Delaney Research into Practice 25 October 2014 Pages: 171 - 196
The Multicomponent Working Memory Model, Attention, and Long-term Memory in Multimedia Learning: A Comment on Schweppe and Rummer (2014) Alexander Soemer Commentary 06 March 2015 Pages: 197 - 200
Attention and Long-Term Memory in System and Process Theories of Working Memory: A Reply to Soemer’s (2015) Comment on Schweppe and Rummer (2014) Judith SchweppeRalf Rummer Commentary 30 July 2015 Pages: 201 - 204
Erratum to: When Confidence Is Not a Signal of Knowing: How Students’ Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence Bridgid FinnSarah K. Tauber Erratum 14 July 2015 Pages: 205 - 205