Erin McTigue, Ph.D.
Erin McTigue, Ph.D.
Researcher & Associate Prof II; University of Stavanger
Verified email at - Homepage
Cited by
Cited by
Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders
J Liew, EM McTigue, L Barrois, JN Hughes
Early childhood research quarterly 23 (4), 515-526, 2008
Science textbooks' use of graphical representation: A descriptive analysis of four sixth grade science texts
SW Slough, EM McTigue, S Kim, SK Jennings
Reading Psychology 31 (3), 301-325, 2010
Science visual literacy: Learners' perceptions and knowledge of diagrams
EM McTigue, AC Flowers
The Reading Teacher 64 (8), 578-589, 2011
Elementary teachers’ use of graphical representations in science teaching
JM Coleman, EM McTigue, LB Smolkin
Journal of Science Teacher Education 22 (7), 613-643, 2011
Does multimedia learning theory extend to middle-school students?
EM McTigue
Contemporary Educational Psychology 34 (2), 143-153, 2009
Writing in the secondary-level disciplines: A systematic review of context, cognition, and content
DM Miller, CE Scott, EM McTigue
Educational Psychology Review 30, 83-120, 2018
Academic resilience and reading: Building successful readers
EM McTigue, EK Washburn, J Liew
The Reading Teacher 62 (5), 422-432, 2009
Implementing integration in an explanatory sequential mixed methods study of belief bias about climate change with high school students
MT McCrudden, EM McTigue
Journal of Mixed Methods Research 13 (3), 381-400, 2019
Explanation in science trade books recommended for use with elementary students
LB Smolkin, EM McTigue, CA Donovan, JM Coleman
Science Education 93 (4), 587-610, 2009
Critically reviewing GraphoGame across the world: Recommendations and cautions for research and implementation of computer‐assisted instruction for word‐reading acquisition
EM McTigue, OJ Solheim, WK Zimmer, PH Uppstad
Reading Research Quarterly 55 (1), 45-73, 2020
The frequency, variation, and function of graphical representations within standardized state science tests
YFY Yeh, EM McTigue
School Science and Mathematics 109 (8), 435-449, 2009
Do you get the picture? A meta-analysis of the effect of graphics on reading comprehension
D Guo, S Zhang, KL Wright, EM McTigue
AERA Open 6 (1), 2332858420901696, 2020
The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research
CE Scott, EM McTigue, DM Miller, EK Washburn
Teaching and Teacher Education 73, 1-13, 2018
A validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey: A measure of adolescents' motivation toward writing
KL Wright, TS Hodges, EM McTigue
Assessing Writing 39, 64-78, 2019
Student-accessible science texts: Elements of design
EM McTigue, SW Slough
Reading Psychology 31 (3), 213-227, 2010
Both theory and practice: Science literacy instruction and theories of reading
KL Wright, AD Franks, LJ Kuo, EM McTigue, J Serrano
International Journal of Science and Mathematics Education 14, 1275-1292, 2016
Educating the whole child: The role of social and emotional development in achievement and school success
J Liew, EM McTigue, L Kattingon
Handbook of curriculum development, 465-478, 2010
A content analysis of visuals in elementary school textbooks
D Guo, KL Wright, EM McTigue
The elementary school journal 119 (2), 244-269, 2018
A critical examination of the relationship among research, theory, and practice: Technology and reading instruction
X Yang, LJ Kuo, X Ji, E McTigue
Computers & Education 125, 62-73, 2018
Beyond the Story Map: Inferential Comprehension via Character Perspective
E McTigue, A Douglass, KL Wright, TS Hodges, AD Franks
The Reading Teacher 69 (1), 91-101, 2015
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