Testing the model of a proficient academic reader (PAR) in a postsecondary context
Author:
Funder
Institute of Education Sciences
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11145-023-10500-9.pdf
Reference95 articles.
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2. Ahmed, Y., Miciak, J., Taylor, W. P., & Francis, D. J. (2022). Structure altering effects of a multicomponent reading Intervention: An application of the direct and inferential mediation (DIME) model of reading comprehension in upper elementary grades. Journal of Learning Disabilities, 55(1), 58–78. https://doi.org/10.1177/0022219421995904
3. Ari, O. (2016). Word recognition processes in college-age students’ reading comprehension achievement. Community College Journal of Research and Practice, 40(8), 718–723. https://doi.org/10.1080/10668926.2015.1098578
4. Ariani, D. (2016). Why do I study? The mediating effect of motivation and self-regulation on student performance. Business, Management and Education, 14(2), 153–178. https://doi.org/10.3846/bme.2016.329
5. Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
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