R. Sperling

发表

Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation

Huiqin Hu, R. Sperling, 2022, Teaching and Teacher Education.

Missions with Monty: A Game-Based Learning Environment to Promote Comprehension Monitoring and Science Achievement

J. Nietfeld, S. Syal, R. Sperling, 2022, European Conference on Games Based Learning.

Understanding and supporting Chinese middle Schoolers’ monitoring accuracy in mathematics

Ying Wang, R. Sperling, 2020, Metacognition and Learning.

A latent variable analysis of the contribution of executive function to adult readers’ comprehension of science text: the roles of vocabulary ability and level of comprehension

D. Follmer, R. Sperling, 2018, Reading and Writing.

The Pennsylvania State University

H. Suen, Jerry Trusty, Deborah D. Goins, 2014 .

Block, Access, Success, Engagement: Design Considerations for Learning Environments

Simon Hooper, S. Rose, J. Liao, 2021, Learning: Design, Engagement and Definition.

Are Reading and Behavior Problems Risk Factors for Each Other?

G. Farkas, P. Morgan, Paul L. Morgan, 2008, Journal of learning disabilities.

The Pennsylvania State University The Graduate School Department of Educational and School Psychology and Special Education EFFECTS OF IGNORING HIERARCHICAL DATA STRUCTURE ON FACTOR ANALYTIC MODELS A Thesis in Educational Psychology by

Rayne A. Sperling, H. Suen, K. Marino, 2014 .

Academic Procrastinators and Their Self-Regulation

Seung Won Park, Rayne A. Sperling, S. Park, 2012 .

The effects of levels of elaboration on learners’ strategic processing of text

Rayne A. Sperling, Michele M. Dornisch, M. Dornisch, 2011 .

Development and Validation of the Self-Regulated Learning Test Anxiety Scale

Philip M. Reeves, R. Sperling, Amanda Gervais, 2017 .

Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies

Philip M. Reeves, Rayne A. Sperling, Crystal M. Ramsay, 2016 .

Measures of children's knowledge and regulation of cognition

Bruce C. Howard, Cheryl A. Murphy, Rayne A. Sperling, 2002 .

Patterns of Procrastination, Motivation, and Strategy Use across Class Contexts and Students’ Abilities

Jianan Wang, R. Sperling, Paul Haspel, 2015 .

Teaching Postsecondary Students to Use Analogies as a Cognitive Learning Strategy: An Intervention

Joseph C. Tise, R. Sperling, Michael S Dann, 2023, CBE life sciences education.

Metacognition and Self-Regulated Learning Constructs

Bruce C. Howard, Rayne A. Sperling, Richard K. Staley, 2004 .

Understanding and supporting Chinese middle Schoolers’ monitoring accuracy in mathematics

Rayne A. Sperling, Ying Wang, R. Sperling, 2020 .

A comparison of the effects of students’ expository text comprehension strategies

Rayne A. Sperling, Michele M. Dornisch, Crystal M. Ramsay, 2010 .

Facilitating Learning From Technology-Enhanced Text: Effects of Prompted Elaborative Interrogation

Rayne A. Sperling, Michele M. Dornisch, M. Dornisch, 2006 .

The Role of MTurk in Education Research: Advantages, Issues, and Future Directions

Hoi K. Suen, Rayne A. Sperling, D. Jake Follmer, 2017 .

Characteristics of Effective Self-Regulated Learning Interventions in Mathematics Classrooms: A Systematic Review

Rayne A. Sperling, Ying Wang, R. Sperling, 2020, Frontiers in Education.

Reading Perspective: Can It Improve Middle School Students’ Comprehension of Informational Text?

Crystal M. Ramsay, R. Sperling, 2015 .

The mediating role of metacognition in the relationship between executive function and self-regulated learning.

Rayne A. Sperling, D. Follmer, R. Sperling, 2016, The British journal of educational psychology.

Assessing Reading Materials for Students Who Are Learning Disabled

Rayne A. Sperling, R. Sperling, 2006 .

Autobiographical Memory of School

R. Walls, Keith Weber, R. Sperling, 2001 .

Classroom Learning Behaviors and Reading Skill Development

Rayne A. Sperling, R. Sperling, 2003 .

A Review of “Effective Questioning Strategies in the Classroom: A Step-by-Step Approach to Engaged Thinking and Learning, K–8”

Philip M. Reeves, R. Sperling, 2013 .

Interactions between reader and text: Contributions of cognitive processes, strategy use, and text cohesion to comprehension of expository science text

Rayne A. Sperling, D. Jake Follmer, R. Sperling, 2018, Learning and Individual Differences.

A latent variable analysis of the contribution of executive function to adult readers’ comprehension of science text: the roles of vocabulary ability and level of comprehension

D. Follmer, R. Sperling, 2018, Reading and Writing.

The Measurement and Predictive Ability of Metacognition in Middle School Learners

Rayne A. Sperling, Crystal M. Ramsay, A. Richmond, 2012 .

Reading Attitudes and Literacy Skills in Prekindergarten and Kindergarten Children

Rayne A. Sperling, D. Head, R. Sperling, 2002 .

A Review of the Self-Regulation Strategy Inventory—Self-Report (SRSI-SR)

Rayne A. Sperling, Joseph C. Tise, D. Follmer, 2019, Psychology.

A validation study of the Self-Efficacy for Strategic Learning in Biology Scales (SESLBS)

Philip M. Reeves, Ying Wang, R. Sperling, 2023, International Journal of Educational Research Open.

Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation

Rayne A. Sperling, D. Follmer, R. Sperling, 2019 .

Learning disabilities, attention-deficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice

Andrew J. Martin, K. Newton, R. Sperling, 2017 .