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Download full textBruce, Merle E.; Robinson, Gregory L. – 2001
This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…
Descriptors: Instructional Effectiveness, Intermediate Grades, Metacognition, Reading Comprehension
