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Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition

Hilde Van Keer (UGent)
(2002)
Author
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(UGent)
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Citation

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Chicago
Van Keer, Hilde. 2002. “Reading Strategies Instruction and Peer Tutoring in Primary Schools. A Quasi-experimental Study of the Effects on Students’ Reading Comprehension and Metacognition”. Gent: Academia Press.
APA
Van Keer, H. (2002). Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students’ reading comprehension and metacognition. Academia Press, Gent.
Vancouver
1.
Van Keer H. Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students’ reading comprehension and metacognition. [Gent]: Academia Press; 2002.
MLA
Van Keer, Hilde. “Reading Strategies Instruction and Peer Tutoring in Primary Schools. A Quasi-experimental Study of the Effects on Students’ Reading Comprehension and Metacognition.” 2002 : n. pag. Print.
@phdthesis{159325,
  author       = {Van Keer, Hilde},
  language     = {eng},
  pages        = {195},
  publisher    = {Academia Press},
  school       = {Ghent University},
  title        = {Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition},
  url          = {http://lib.ugent.be/fulltxt/RUG01/000/764/645/RUG01-000764645\_2010\_0001\_AC.pdf},
  year         = {2002},
}