Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension.
Article
Stoeger, Heidrun, Sontag, Christine and Ziegler, Albert (2014) Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology 106 (3), pp. 799-814.Alternative links to fulltext
Involved Institutions
Details
| Item type | Article | ||||
| Journal or Publication Title | Journal of Educational Psychology | ||||
| Publisher | AMER PSYCHOLOGICAL ASSOC | ||||
| Place of Publication | WASHINGTON | ||||
| Volume | 106 | ||||
| Number of Issue or Book Chapter | 3 | ||||
| Page Range | pp. 799-814 | ||||
| Date | 2014 | ||||
| Date of publication | 19 Dec 2024 08:08 | ||||
| Institutions | Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) | ||||
| Identification Number |
| ||||
| Keywords | ELEMENTARY-SCHOOL; MISSING DATA; STUDENTS; STRATEGY; INSTRUCTION; METAANALYSIS; DISABILITIES; ACHIEVEMENT; PROSPECTS; GRADERS; self-regulated learning; strategy instruction; text reduction strategies; reading comprehension; intervention study | ||||
| Dewey Decimal Classification | 300 Social sciences > 370 Education | ||||
| Status | Published | ||||
| Refereed | Yes, this version has been refereed | ||||
| Created at the University of Regensburg | Yes | ||||
| Item ID | 61250 |
Export bibliographical data
Owner only: item control page
Altmetric
Altmetric