Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition

Van Keer, Hilde

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Academia Press

Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition

dc:creator Van Keer, Hilde

dc:date2002

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Grantor dc:publisher: Academia Press
Year dc:date: 2002

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Author dc:creator: Van Keer, Hilde
Contributors dc:contributor: Verhaeghe, Jean

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Social Sciences

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Statement dc:rights: info:eu-repo/semantics/openAccess
Language dc:language: eng

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Identifier: https://biblio.ugent.be/publication/159325
https://biblio.ugent.be/publication/159325/file/1874742
OAI identifier oai:identifier: oai:archive.ugent.be:159325

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Harvested from: Ghent University
Base URL: biblio.ugent.be/oai
Last updated: 2026-07-24
Source record: OAI-PMH GetRecord

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citation

Van Keer, Hilde. Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition. Academia Press, 2002. http://hdl.handle.net/1854/LU-159325

Reading strategies instruction and peer tutoring in primary schools. A quasi-experimental study of the effects on students' reading comprehension and metacognition

Degree

Author and committee

Subjects

Rights

Identifiers

Chain of custody

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