Stephen T. Peverly

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American and Chinese children's understanding of distance, time, and speed interrelations

Zheng Zhou, Stephen T. Peverly, Ann E. Boehm, 2000 .

Problems with the Knowledge-Based Explanation of Memory and Development

Stephen T. Peverly, 1991 .

College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking

M. Graham, Stephen T. Peverly, K. Brobst, 2003 .

The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents.

Stephen T. Peverly, Rhea Wood, 2001, Contemporary educational psychology.

The Effects of Encoding Variability, Processing Activity, and Rule-Examples Sequence on the Transfer of Conceptual Rules.

Francis J. Di Vesta, F. J. Vesta, Stephen T. Peverly, 1984 .

The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities

Stephen T. Peverly, L. M. Oefinger, 2020, Journal of learning disabilities.

Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers

Tao Xin, Zheng Zhou, Zheng Zhou, 2006 .

The Importance of Handwriting Speed in Adult Writing

Stephen T. Peverly, Stephen T Peverly, 2006, Developmental neuropsychology.

The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew

Stephen T. Peverly, Marni B. Benuck, 2004 .

A Contextualized Intervention for Community College Developmental Reading and Writing Students. CCRC Working Paper No. 38.

Stephen T. Peverly, D. Perin, L. Mason, 2011 .

The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note‐taking and Test‐taking among College Students

Crystal M. Ramsay, Pooja C. Vekaria, James F. Sumowski, 2013 .

What variables predict quality of text notes and are text notes related to performance on different types of tests

James F. Sumowski, Stephen T. Peverly, J. Sumowski, 2012 .

The self-instructive process in classroom learning contexts

Stephen T. Peverly, Margaret C. Wang, 1986 .

An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking

Stephen T. Peverly, Caryn J. Block, Lindsay A. Reddington, 2015 .

Both handwriting speed and selective attention are important to lecture note-taking

Joanna K. Garner, Pooja C. Vekaria, Stephen T. Peverly, 2014 .

What predicts skill in lecture note taking

Joanna K. Garner, Vivek Ramaswamy, James F. Sumowski, 2007 .

A Contextualized Curricular Supplement for Developmental Reading and Writing

Linda H. Mason, Dolores Perin, Stephen T. Peverly, 2013 .

Teaching addition and subtraction to first graders: A Chinese perspective

Zheng Zhou, Stephen T. Peverly, 2005 .

Curriculum-Based Assessment of Reading Skills: Considerations and Caveats for School Psychologists.

Stephen T. Peverly, Kathleen Ramona Kitzen, 1998 .

H.1. COURSES DESIGNED AND TAUGHT Lectures: Introductory Psychology, Cognitive Psychology, Human Learning and Memory; Labs: Human Learning and Memory, Cognitive Psychology; Undergraduate Seminars: Science and Scientists, Metacognition, Comparative Cognition; First-Year Seminar: Memory; Pre-College Co

Dustin J. Merritt, H. Terrace, J. Metcalfe, 2014 .

School adjustment of first-generation Chinese-American adolescents

Zheng Zhou, Stephen T. Peverly, Tao Xin, 2003 .

Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder

Stephen T. Peverly, P. Vekaria, 2018, Reading and Writing.

An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking

Stephen T. Peverly, Caryn J. Block, Lindsay A. Reddington, 2015, Reading and Writing.

Both handwriting speed and selective attention are important to lecture note-taking

Stephen T. Peverly, J. Garner, P. Vekaria, 2013, Reading and Writing.

Roles for school psychologists in the challenging Indian education landscape

Stephen T. Peverly, Cheryl Maykel, Shamim S. Patwa, 2019, International Journal of School & Educational Psychology.

An Investigation of the Implementation and Effects of a Full-Time Mainstreaming Program

Stephen T. Peverly, Margaret C. Wang, R. Randolph, 1984 .

Phonological memory problems are magnified in children from language minority homes when predicting reading disability.

Stephen T. Peverly, Kimberly G. Noble, M. Algermissen, 2020, Journal of child language.

Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder

Stephen T. Peverly, P. Vekaria, 2018 .

Identifying bright kindergartners at risk for learning difficulties: Predictive validity of a kindergarten screening tool

Stephen T. Peverly, M. Kelly, 1992 .

Note-Taking

Stephen T. Peverly, Amie D. Wolf, 2019, The Cambridge Handbook of Cognition and Education.

Remembering Race : White Racial Identity Attitudes and Two Aspects of Social Memory

Stephen T. Peverly, R. Carter, R. Martell, 2001 .

The Effects of Knowledge and Task on Students' Peer-Directed Questions in Modified Cooperative Learning Groups.

Stephen T. Peverly, L. Paradis, 1994 .

Perceptions of mathematics curricula and teaching in China

Stephen T. Peverly, R. Moy, 2005 .

The contribution of reading comprehension ability and meta‐cognitive control to the development of studying in adolescence

Stephen T. Peverly, K. Brobst, Kerri S. Morris, 2002 .

Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities

Stephen Peverly, Robert Abbott, Virginia Berninger, 2017, Assistive technology : the official journal of RESNA.

Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings

Todd Richards, Stephen Peverly, Amie Wolf, 2016, Trends in Neuroscience and Education.

Input Processing: A Study of Ab Initio Learners with Multilingual Backgrounds

Stephen T. Peverly, ZhaoHong Han, 2007 .

Moving past cultural homogeneity: Suggestions for comparisons of students' educational outcomes in the United States and China

Stephen T. Peverly, 2005 .

Understanding Early Mathematical Competencies in American and Chinese Children

Zheng Zhou, Stephen T. Peverly, Jiasui Lin, 2005 .

Cross- and Within-Cultural Variations in Children's Understanding of Distance, Time, and Speed Interrelationships: A Follow-Up Study

Zheng Zhou, Stephen T. Peverly, Chongde Lin, 2004, The Journal of genetic psychology.

Foreword to the special issue: Psychoeducational and psychosocial functioning of Chinese children

Zheng Zhou, Stephen T. Peverly, 2003 .