The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities
Year: 2006
Type: article
Source: Learning Disability Quarterly
DOI: 10.2307/30035507
Institutions: University of Montana, Indiana University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
OpenAlex ID: W2104552374