Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms-Reference-Cited by-同舟云学术

Investigating the immediate and delayed effects of multiple-reading strategy instruction in primary EFL classrooms

Published:2016-02 Issue: Volume:56 Page:54-65
ISSN:0346-251X
Container-title:System
language:en
Short-container-title:System

Author:

Manoli Polyxeni,Papadopoulou Maria^ORCID,Metallidou Panagiota

Funder

European Union (European Social Fund–ESF)

Greek National Funds

Publisher

Elsevier BV

Subject

Linguistics and Language,Education,Language and Linguistics

Reference63 articles.

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2. Schema–theory based considerations on pre-reading activities in ESP textbooks;Ajideh;Asian EFL Journal,2006

3. The relationship between strategic reading instruction, student learning of mL2-based reading strategies and L2 reading achievement;Akkakoson;Journal of Research in Reading,2013

4. Cognitive psychology and its implications;Anderson,1985

5. Individual differences in strategy use in second language reading and testing;Anderson;Modern Language Journal,1991

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