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

Back to results

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

Degree

thesis:*

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

Author and committee

dc:creator, dc:contributor.*

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

Subjects

dc:subject × 1

Social Sciences

Rights

dc:rights

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

Identifiers

dc:identifier.*

Identifier: https://biblio.ugent.be/publication/159325
https://biblio.ugent.be/publication/159325/file/1874742
OAI record oai:identifier: https://biblio.ugent.be/oai?verb=GetRecord&metadataPrefix=oai_dc&identifier=oai%3Aarchive.ugent.be%3A159325

Chain of custody

source

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

related terms

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

More from Ghent University