Advanced search
Add to list

Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions

Hilde Van Keer (UGent) and Jean Verhaeghe (UGent)
Author
Organization

Citation

Please use this url to cite or link to this publication:

MLA
Van Keer, Hilde, and Jean Verhaeghe. “Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders’ Reading Comprehension and Self-efficacy Perceptions.” JOURNAL OF EXPERIMENTAL EDUCATION 73.4 (2005): 291–329. Print.
APA
Van Keer, H., & Verhaeghe, J. (2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders’ reading comprehension and self-efficacy perceptions. JOURNAL OF EXPERIMENTAL EDUCATION, 73(4), 291–329.
Chicago author-date
Van Keer, Hilde, and Jean Verhaeghe. 2005. “Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders’ Reading Comprehension and Self-efficacy Perceptions.” Journal of Experimental Education 73 (4): 291–329.
Chicago author-date (all authors)
Van Keer, Hilde, and Jean Verhaeghe. 2005. “Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders’ Reading Comprehension and Self-efficacy Perceptions.” Journal of Experimental Education 73 (4): 291–329.
Vancouver
1.
Van Keer H, Verhaeghe J. Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders’ reading comprehension and self-efficacy perceptions. JOURNAL OF EXPERIMENTAL EDUCATION. HELDREF PUBLICATIONS; 2005;73(4):291–329.
IEEE
[1]
H. Van Keer and J. Verhaeghe, “Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders’ reading comprehension and self-efficacy perceptions,” JOURNAL OF EXPERIMENTAL EDUCATION, vol. 73, no. 4, pp. 291–329, 2005.
@article{340196,
  author       = {Van Keer, Hilde and Verhaeghe, Jean},
  issn         = {0022-0973},
  journal      = {JOURNAL OF EXPERIMENTAL EDUCATION},
  language     = {eng},
  number       = {4},
  pages        = {291--329},
  publisher    = {HELDREF PUBLICATIONS},
  title        = {Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions},
  volume       = {73},
  year         = {2005},
}

Web of Science
Times cited: