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Journal of College Reading and Learning Volume 30, 1999 - Issue 1
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Original Articles

Teaching Reading from A Metacognitive Perspective: Theory and Classroom Experiences

Annette F GourgeyView further author information
Pages 85-93 | Published online: 08 Jul 2014

Citations (6)

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Read on this site (2)

VickiS. Gier, Daniel Herring, Jason Hudnell, Jodi Montoya & DavidS. Kreiner. (2010) Active Reading Procedures for Moderating the Effects of Poor Highlighting. Reading Psychology 31:1, pages 69-81.
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Dianna L. Van Blerkom, Malcolm L. Van Blerkom & Sharon Bertsch. (2006) Study Strategies and Generative Learning: What Works?. Journal of College Reading and Learning 37:1, pages 7-18.
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Articles from other publishers (4)

Jing Wang. (2020) Exploring the Perceived Integrations Between Assessment and Metacognition: A Qualitative Inquiry of Three Award-Winning Teacher Educators' Conceptions of Assessment in a Hong Kong University Context. Frontiers in Education 4.
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Mingming Zhou. (2013) Using Traces to Investigate Self-Regulatory Activities: A Study of Self-Regulation and Achievement Goal Profiles in the Context of Web Search for Academic Tasks. Journal of Cognitive Education and Psychology 12:3, pages 287-305.
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Nance S. Wilson & Haiyan Bai. (2010) The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning 5:3, pages 269-288.
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JOHN E MCENEANEY. (2001) Graphic and numerical methods to assess navigation in hypertext. International Journal of Human-Computer Studies 55:5, pages 761-786.
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