Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

Bradley W. Bergey; S. Hélène Deacon; Rauno K. Parrila

doi:10.1177/0022219415597020

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

Bradley W. Bergey, S. Hélène Deacon, Rauno K. Parrila

Decision Sciences

科研成果: 期刊稿件 › 文章 › 同行评审

48 引用（Scopus）

源语言	英语
页（从-至）	81-94
页数	14
期刊	Journal of Learning Disabilities
卷	50
期	1
DOI	https://doi.org/10.1177/0022219415597020
出版状态	已出版 - 1月 1 2017

!!!ASJC Scopus Subject Areas

健康（社会科学）
教育
一般卫生专业

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10.1177/0022219415597020

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Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

!!!ASJC Scopus Subject Areas

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