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Effects of explicit reading strategies instruction and peer tutoring in second and fifth graders

Hilde Van Keer UGent and Jean Verhaeghe UGent (2003) Powerful learning environments: Unravelling basic components and dimensions. p.213-230
Please use this url to cite or link to this publication:
author
organization
year
type
bookChapter
publication status
published
subject
book title
Powerful learning environments: Unravelling basic components and dimensions
pages
213-230 pages
publisher
Pergamon
ISBN
0-08-044275-7
UGent publication?
yes
classification
B2
id
219364
handle
http://hdl.handle.net/1854/LU-219364
date created
2004-05-19 12:16:00
date last changed
2016-12-19 15:41:02
@incollection{219364,
  author       = {Van Keer, Hilde and Verhaeghe, Jean},
  booktitle    = {Powerful learning environments: Unravelling basic components and dimensions},
  isbn         = {0-08-044275-7},
  pages        = {213--230},
  publisher    = {Pergamon},
  title        = {Effects of explicit reading strategies instruction and peer tutoring in second and fifth graders},
  year         = {2003},
}

Chicago
Van Keer, Hilde, and Jean Verhaeghe. 2003. “Effects of Explicit Reading Strategies Instruction and Peer Tutoring in Second and Fifth Graders.” In Powerful Learning Environments: Unravelling Basic Components and Dimensions, 213–230. Pergamon.
APA
Van Keer, H., & Verhaeghe, J. (2003). Effects of explicit reading strategies instruction and peer tutoring in second and fifth graders. Powerful learning environments: Unravelling basic components and dimensions (pp. 213–230). Pergamon.
Vancouver
1.
Van Keer H, Verhaeghe J. Effects of explicit reading strategies instruction and peer tutoring in second and fifth graders. Powerful learning environments: Unravelling basic components and dimensions. Pergamon; 2003. p. 213–30.
MLA
Van Keer, Hilde, and Jean Verhaeghe. “Effects of Explicit Reading Strategies Instruction and Peer Tutoring in Second and Fifth Graders.” Powerful Learning Environments: Unravelling Basic Components and Dimensions. Pergamon, 2003. 213–230. Print.