Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups

Autor:	Schünemann, Nina, Spörer, Nadine, Völlinger, Vanessa A., Brunstein, Joachim C.
Zdroj:	Instructional Science, 2017 Aug 01. 45(4), 395-415.
Databáze:	JSTOR Journals
Externí odkaz:	http://www.jstor.org/stable/26302947 Zobrazit plný text záznamu Full text from SpringerLink