Metapragmatic awareness of explanation adequacy II: Follow-up

Language, Speech, and Hearing Services in Schools

Volumn 28, Issue 2, 1997, Pages 108-114

  Gottschalk, Molly E ^a   Prelock, Patricia A ^b   Weiler, Ernest M ^d   Sandman, David ^c  

^a Savannah Rehab and Nursing Center   (United States)

^b UNIVERSITY OF VERMONT   (United States)

^c St Francis/St George Hospital   (United States)

^d University of Vermont ^*

Author keywords

Classroom based intervention; Collaboration; Explanation adequacy; Math learning; Metapragmatic awareness

Indexed keywords

EID: 0031286680     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461.2802.108     Document Type: Article

References (7)

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2. Milosky, L. M., Wilkinson, L. C., Chiang, C., Lindow, J., & Salmon, D. (1986). School-age children's understanding of explanation adequacy. Journal of Educational Psychology, 78, 334-340.
3. SAS Institute. (1989). The General Linear Model Procedures, SAS/STAT Users Guide (vol. 2, vers. 6, 4th ed.). Carey, NY: SAS Institute, pp. 891-996.
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7. Wilkinson, L. C., Wilkinson, A. C., Spinelli, F., & Chiang, C. P. (1984). Metalinguistic knowledge of pragmatic rules in school-age children. Child Development, 55, 2130-2140.