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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 38, 2022 - Issue 2
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Original Articles

Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling

Jing Yana Department of Chinese Language Studies, The Education University of Hong Kong, Hong Kong, ChinaView further author information
&
Yuyang Caib School of Languages, Shanghai University of International Business and Economics, Shanghai, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0320-4602View further author information
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Pages 139-155 | Published online: 11 May 2021

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Triinu Kärbla, Krista Uibu & Mairi Männamaa. (2023) Short- and long-term effects of a strategy intervention on school students’ text comprehension. Literacy Research and Instruction 0:0, pages 1-26.
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Elizabeth L. Jaeger. (2023) The Potential for Common Core and Response to Intervention as Intersecting Initiatives: Supporting Readers Who Struggle with High-Level Standards. Reading & Writing Quarterly 0:0, pages 1-16.
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Quan Qian, Guomin Zheng, Xianhan Huang & Xian Liao. (2023) Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model. Reading & Writing Quarterly 0:0, pages 1-16.
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Articles from other publishers (1)

Beatriz Peña-Acuña & Rafael Crismán Pérez. (2022) Lectura proyectada versus consumo real de formatos narrativos en lengua española en universitarios de español como L1. Investigaciones Sobre Lectura 2:17.
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