This digital document is an article from Learning Disability Quarterly, published by Thomson Gale on June 22, 2006. The length of the article is 11761 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Citation Details
Title: The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities.
Author: Jason M. Nelson
Publication:Learning Disability Quarterly (Magazine/Journal)
Date: June 22, 2006
Publisher: Thomson Gale
Volume: 29 Issue: 3 Page: 213(18)
Distributed by Thomson Gale
The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of ... article from: Learning Disability Quarterly
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Book Details
PublisherThomson Gale
ISBN / ASINB000JFZDP8
ISBN-13978B000JFZDP2
AvailabilityAvailable for download now
Sales Rank99,999,999
MarketplaceUnited States 🇺🇸