Citations (28)
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Bruna Rodrigues, Irene Cadime & Iolanda Ribeiro. (2023) Cognitive and metacognitive strategy use in poor comprehenders: an exploratory study. Australian Journal of Learning Difficulties 28:2, pages 139-153.
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Ben Byrd. (2015) Good Readers Get Smart: Reading Orientations in a Second-Grade Classroom. Studying Teacher Education 11:2, pages 124-142.
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Kay Hong-Nam, Alexandra G. Leavell & Sheila Maher. (2014) The Relationships among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement of High School Students. Reading Psychology 35:8, pages 762-790.
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Yamina Bouchamma, Vincent Poulin & Catherine Ruel. (2014) Impact of Reading Strategy Use on Girls’ and Boys’ Achievement. Reading Psychology 35:4, pages 312-331.
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Rak Neugebauer. (2014) Context-Specific Motivations to Read for Adolescent Struggling Readers: Does the Motivation for Reading Questionnaire Tell the Full Story?. Reading Psychology 35:2, pages 160-194.
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Judith Solheim. (2011) The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats. Reading Psychology 32:1, pages 1-27.
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József Álmos Katona & Zoltán Bódi. Language planning issues of Hungarian legal language and the clear writing programme as a possible solution. Current Issues in Language Planning 0:0, pages 1-18.
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Adi Avramovich & Menahem Yeari. The Role of Planning in Reading Comprehension by Adolescents with ADHD: Evidence from Eye-Movements. Reading & Writing Quarterly 0:0, pages 1-16.
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Articles from other publishers (20)
Kexin Qin, Ji Zhou & Yehui Wang. (2023) Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences. British Journal of Educational Psychology 94:1, pages 74-88.
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Emine Rüya ÖZMEN, Hatice Cansu BİLGİÇ, Merve ÖZDEMİR KILIÇ & Hanifi SANIR. (2024) Öğrenme Güçlüğü Olan ve Olmayan Ortaokul Öğrencilerinin Kullandıkları Metin Anlama Stratejilerinin Üstbilişsel Görüşme Aracılığıyla KarşılaştırılmasıComparing Textual Comprehension Strategies of Lower Secondary Students with and without Learning Disabilities through Metacognitive Interviews. Ana Dili Eğitimi Dergisi 12:1, pages 87-110.
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Christina Kampylafka, Fotini Polychroni & Alexandros-Stamatios Antoniou. (2023) Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies. Behavioral Sciences 13:2, pages 78.
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Mehmet Sena ATAŞ & Özlem BAŞ. (2022) Özel Yetenekli ve Tanılanmamış 4. Sınıf Öğrencilerinin Okuduğunu Anlama Stratejilerinin İncelenmesiINVESTIGATION OF READING COMPREHENSION STRATEGIES OF GIFTED AND UNIDENTIFIED 4th GRADE STUDENTS. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 8:2, pages 352-364.
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Sujunya Wilawan. (2022) Development and validation of ESL/EFL reading strategies inventory. Ampersand 9, pages 100095.
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Burcu KILIÇ TÜLÜ, Ahmet Bilal ÖZBEK & Cevriye ERGÜL. (2021) 3D Stratejisi Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:51, pages 97-118.
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Barry Bai & Wenjuan Guo. (2019) Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research 25:3, pages 378-399.
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Serdal DENİZ & Yücel ASLAN. (2020) ÖZEL ÖĞRENME GÜÇLÜĞÜ OLAN BİR ÖĞRENCİDE HİKÂYE HARİTASI TEKNİĞİNİN OKUDUĞUNU ANLAMAYA ETKİSİNİN DEĞERLENDİRİLMESİEVALUATING THE EFFECT OF STORY MAPPING TECHNIQUE ON READING COMPREHENSION ABILITY OF A STUDENT WITH SPECIFIC LEARNING DISABILITY. Milli Eğitim Dergisi 49:228, pages 241-261.
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Tahsin FIRAT & Cevriye ERGÜL. (2020) 3D Strateji Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Bilişsel ve Üstbilişsel Stratejileri Kazanmalarına EtkisiThe Effect of TWA Strategy Instruction on Students with Learning Disabilities Developing Cognitive and Metacognitive Strategies. Kastamonu Eğitim Dergisi 28:3, pages 1390-1406.
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Yu-Cin Jian & Hwa-Wei Ko. (2017) Influences of text difficulty and reading ability on learning illustrated science texts for children: An eye movement study. Computers & Education 113, pages 263-279.
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Şaziye Seçkin Yılmaz & Berrin Baydık. (2017) Okuma Performası Düşük Olan ve Olmayan İlkokul Öğrencilerinin Okuma Akıcılıkları. İlköğretim Online 16:4, pages 1652-1671.
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Philip Capin & Sharon Vaughn. (2017) Improving Reading and Social Studies Learning for Secondary Students With Reading Disabilities. TEACHING Exceptional Children 49:4, pages 249-261.
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Natalia Solano Pinto, Ana Isabel Manzanal Martínez & Lourdes Jiménez-Taracido. (2016) Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria. Psicologia Escolar e Educacional 20:3, pages 447-456.
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Emily K. Gnaedinger, Alycia M. Hund & Matthew S. Hesson‐McInnis. (2016) Reading‐Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years. Mind, Brain, and Education 10:4, pages 233-246.
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Nicole R. Guajardo & Kelly B. Cartwright. (2016) The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Journal of Experimental Child Psychology 144, pages 27-45.
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Helen C. Reed, Floryt van Wesel, Carolijn Ouwehand & Jelle Jolles. (2014) Keeping on track: Performance profiles of low performers in academic educational tracks. British Educational Research Journal 41:1, pages 48-71.
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Carolyn A. Denton, Christopher A. Wolters, Mary J. York, Elizabeth Swanson, Paulina A. Kulesz & David J. Francis. (2015) Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences 37, pages 81-95.
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Katherine Strasser & Francisca del Río. (2014) The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children. Reading Research Quarterly 49:2, pages 169-187.
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Rebecca R. Norman. (2011) Reading the graphics: what is the relationship between graphical reading processes and student comprehension?. Reading and Writing 25:3, pages 739-774.
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Amy Feiker Hollenbeck. (2010) Instructional Makeover: Supporting the Reading Comprehension of Students With Learning Disabilities in a Discussion-Based Format. Intervention in School and Clinic 46:4, pages 211-220.
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