Work

Direct and Indirect Effects of Textbook Modality on Adolescents' Reading Engagement and Comprehension

Year: 2013

Type: dissertation

Source: University of Minnesota Digital Conservancy (University of Minnesota)

Author: Sarah E. Scholin

Institution: University of Minnesota

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

OpenAlex ID: W1953638494

Cites: 135

Cited by:

Related to: 10