A complete description of the measures in the LLAMA Study can be found on the Open Science Framework.
| Infographic | |
| Xu, C., Di Lonardo Burr, S., Skwarchuk, S.-L., Douglas, H., Lafay, A., Osana, H. P., Simms, V., Wylie, J., Maloney, E. A., & LeFevre, J.-A. (2021). Pathways to learning mathematics for students in French-immersion and English-instruction programs. Journal of Educational Psychology. DOI:10.1037/edu0000722 |  |
| Xu, C.*, Lafay A*., Douglas H., Di Lonardo Burr, S., LeFevre, J.-A., Osana H., Skwarchuk S., Wylie, J., Simms, V., & Maloney, E. A. (2021). The role of domain-specific math language skills in arithmetic fluency and word-problem solving for first- and second-language learners. Journal of Educational Psychology. DOI:10.1037/edu0000673 *co-first authors | |
| Song, S. C, Xu, C., Skwarchuk, S., Maloney, E., Di Lonardo Burr, S., Lafay A, Wylie, J., & Osana, H. & LeFevre, J.-A. (2021). Arithmetic skill predicts growth in math anxiety from grade 2 to grade 3. Cognitive Development, 59(7), 1-15. DOI:10.1016/j.cogdev.2021.101078 | |
| Xu, C., LeFevre, J., Skwarchuk, S.-L., Di Lonardo Burr, S., Lafay, A., Wylie, J., Osana, H. P., Douglas, H., Maloney, E., & Simms, V. (2021). Individual differences in the development of children’s arithmetic fluency from Grades 2 to 3. Developmental Psychology, 57(7), 1067-1079. DOI:10.1037/dev0001220 | |