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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)
Please use this url to cite or link to this publication:
author
promoter
UGent
organization
year
type
dissertation
publication status
published
subject
pages
195 pages
publisher
Academia Press
place of publication
Gent
language
English
UGent publication?
yes
classification
D1
id
159325
handle
http://hdl.handle.net/1854/LU-159325
alternative location
http://lib.ugent.be/fulltxt/RUG01/000/764/645/RUG01-000764645_2010_0001_AC.pdf
date created
2004-01-14 13:39:00
date last changed
2017-01-02 09:54:46
@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},
}

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.