THE ROLE OF METACOGNITIVE READING STRATEGIES, METACOGNITIVE STUDY AND LEARNING STRATEGIES, AND BEHAVIORAL STUDY AND LEARNING STRATEGIES IN PREDICTING ACADEMIC SUCCESS IN STUDENTS WITH AND WITHOUT A HISTORY OF READING DIFFICULTIES

CHEVALIER, T.M.. (2017). THE ROLE OF METACOGNITIVE READING STRATEGIES, METACOGNITIVE STUDY AND LEARNING STRATEGIES, AND BEHAVIORAL STUDY AND LEARNING STRATEGIES IN PREDICTING ACADEMIC SUCCESS IN STUDENTS WITH AND WITHOUT A HISTORY OF READING DIFFICULTIES. JOURNAL OF LEARNING DISABILITIES, 50(1), 34-48. SID. https://sid.ir/paper/722199/en

CHEVALIER T.M.. THE ROLE OF METACOGNITIVE READING STRATEGIES, METACOGNITIVE STUDY AND LEARNING STRATEGIES, AND BEHAVIORAL STUDY AND LEARNING STRATEGIES IN PREDICTING ACADEMIC SUCCESS IN STUDENTS WITH AND WITHOUT A HISTORY OF READING DIFFICULTIES. JOURNAL OF LEARNING DISABILITIES[Internet]. 2017;50(1):34-48. Available from: https://sid.ir/paper/722199/en

T.M. CHEVALIER, “THE ROLE OF METACOGNITIVE READING STRATEGIES, METACOGNITIVE STUDY AND LEARNING STRATEGIES, AND BEHAVIORAL STUDY AND LEARNING STRATEGIES IN PREDICTING ACADEMIC SUCCESS IN STUDENTS WITH AND WITHOUT A HISTORY OF READING DIFFICULTIES,” JOURNAL OF LEARNING DISABILITIES, vol. 50, no. 1, pp. 34–48, 2017, [Online]. Available: https://sid.ir/paper/722199/en