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Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third‐Grade Students
Author(s) -
BoulwareGooden Regina,
Carreker Suzanne,
Thornhill Ann,
Joshi R. Malatesha
Publication year - 2007
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.61.1.7
Subject(s) - metacognition , psychology , reading comprehension , vocabulary , reading (process) , mathematics education , comprehension , vocabulary development , teaching method , cognition , linguistics , philosophy , neuroscience
The use of metacognitive strategies helps students to “think about their thinking” before, during, and after they read.