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Volumn 23, Issue 1, 2007, Pages 51-75

Self-regulation through transactional strategies instruction

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EID: 34248349907     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560600837651     Document Type: Article
Times cited : (63)

References (32)
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    • Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms
    • Klingner, J. K., Vaughn, S. and Schumm, J. S. (1998) Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99, pp. 3-22.
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    • Klingner, J.K.1    Vaughn, S.2    Schumm, J.S.3
  • 13
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    • Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers
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    • (2004) Journal of Educational Psychology , vol.96 , pp. 283-296
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    • Paulsen, G.1
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    • What we know about translating comprehension strategies instruction research into practice
    • Pressley, M. and El-Dinary, P. B. (1997) What we know about translating comprehension strategies instruction research into practice. Journal of Learning Disabilities, 30, pp. 486-488.
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  • 24
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    • Technical Report for Michigan State University, Literacy Achievement Research Center, East Lansing, MI
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    • Social origins of self-regulatory competence
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    • Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.