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Konig, Cornelius, J., Buhner, M., & Murling, G. (2005). Working memory, fluid intelligence, and attention are predictors of multitasking performance, but polychronocity and extraversion are not. Human Performance, 18(3), 243–266.
Schrodt, K. E., Elleman, A. M., FitzPatrick, E. R., Hasty, M. M., Kim, J. K., Tharp, T. J., & Rector, H. (2019). An examination of mindset instruction, self-regulation, and writer's workshop on kindergarteners' writing performance and motivation: A mixed-methods study. Reading & Writing Quarterly, 35(5), 427-444.
Predictability in the learning environment helps students feel secure because they know the expectations, freeing up their Working Memory so they can apply their cognitive skills to learning.
Bamford, R. A., & Kristo, J. V. (1998). Making facts come alive: Choosing quality nonfiction literature K-8. Norwood, MA: Christopher-Gordon Publishers.
Bamford, R. A., & Kristo, J. V. (1998). Making facts come alive: Choosing quality nonfiction literature K-8. Norwood, MA: Christopher-Gordon Publishers.
Sealander, K. A., Johnson, G. R., Lockwood, A. B., & Medina, C. M. (2012). Concrete-semiconcrete-abstract (CSA) instruction: A decision rule for improving instructional efficacy. Assessment for Effective Intervention, 38(1), 53-65.
Learners are able to exhibit what they know in ways that respect their out-of-school literacies and make connections to their existing knowledge, increasing Motivation and retention of information in Long-term Memory.
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