Published eight times, beginning in January.

Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement Through a First-Grade Content Literacy Intervention James S. Kim, Mary A. Burkhauser, Laura M. Mesite, Catherine A. Asher, Jackie Eunjung Relyea, Jill Fitzgerald, and Jeff Elmore

Explorations of Classroom Talk and Links to Reading Achievement in Upper Elementary Classrooms Amanda P. Goodwin, Sun-Joo Cho, Dan Reynolds, Rebecca Silverman, and Stephanie Nunn

The Effects of Historical Reading and Writing Strategy Instruction With Fourth- Through Sixth-Grade Students Daniel R. Wissinger, Susan De La Paz, and Cara Jackson

Language Ability in the Development of Externalizing Behavior Problems in Childhood Isaac T. Petersen and Brandon LeBeau

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention With Embedded Language Comprehension Instruction Lynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba, Caitlin Craddock, Douglas Fuchs, Donald L. Compton, David C. Geary, and Paul Changas

Elementary Students' Cognitive and Affective Responses to Impasses During Mathematics Problem Solving Brendan Munzar, Krista R. Muis, Courtney A. Denton, and Kelsey Losenno

Does the Interleaving Effect Extend to Unrelated Concepts? Learners' Beliefs Versus Empirical Evidence Veronica X. Yan and Faria Sana

The Moderating Effects of Psychosocial Factors on Achievement Gains: A Longitudinal Study Yi-Lung Kuo, Alex Casillas, Jeff Allen, and Steve Robbins

Peer Social Acceptance and Academic Achievement: A Meta-Analytic Kathryn R. Wentzel, Sophie Jablansky, and Nicole R. Scalise

Using the Selection, Optimization, and Compensation Model of Action-Regulation to Explain College Students' Grades and Study Satisfaction Darya Moghimi, Nico W. Van Yperen, Florian Sense, Hannes Zacher, and Susanne Scheibe

The Role of Mothers in Supporting Adaptation in School: A Psychological Needs Perspective Catherine F. Ratelle, Stéphane Duchesne, David Litalien, and André Plamondon