Types and sequences of self-regulated reading of low-achieving adolescents in relation to reading task achievement
Author:
Affiliation:
1. Educational and Pedagogical Sciences; University of Amsterdam; Amsterdam The Netherlands
2. Kohnstamm Institute; University of Amsterdam; Amsterdam The Netherlands
3. Educational Sciences; University of Twente; Enschede The Netherlands
Funder
Nederlandse Organisatie voor Wetenschappelijk Onderzoek
Publisher
Wiley
Subject
Psychology (miscellaneous),Developmental and Educational Psychology,Education
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/1467-9817.12037/fullpdf
Reference46 articles.
1. Profiling the differences in students' knowledge, interest, and strategic processing;Alexander;Journal of Educational Psychology,1998
2. Alliance for Excellent Education 2006 2006 alliance annual report
3. Reading adolescents' reading identities: Looking back to see ahead;Alvermann;Journal of Adolescent & Adult Literacy,2001
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