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Cited by

• 1994Individual differences in the nonverbal communication of affect: The diagnostic analysis of nonverbal accuracy scale783 cited
• 1995Self-Efficacy and Education and Instruction719 cited
• 1994Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain606 cited
• 1993Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement570 cited
• 1993Automatic and effortful processing in depression.523 cited
• 1986Children's reading strategies, metacognition, and motivation*1509 cited
• 1990Word-recognition skills of adults with childhood diagnoses of dyslexia.467 cited
• 1998Subtypes of reading disability: Variability around a phonological core.464 cited
• 1989Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.395 cited
• 1990Predicting achievement early and late in the semester: The role of motivation and use of learning strategies.394 cited
• 2009Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy383 cited
• 2003Cognitive profiling and preliminary subtyping in Chinese developmental dyslexia369 cited
• 1988Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.