The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities

By Jason M. Nelson, Genevieve Manset-Williamson. 2006

106 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8d1ea2e4a9a4826cd0daf47fb19d5bd5fe93b705

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Silvana M. Watson
2. Kimberly C. Hughes
3. R. Gable
4. Sabra B. Gear
5. Jason M. Nelson

In Experimental and Cognitive Psychology

1. Jeffrey R. Stowell
2. Jason M. Nelson

Citations in the corpus

• Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (2007, background): “Therefore, it is important to know not only how instructional techniques impact knowledge acquisition but also academic emotion (Nelson & Manset-Williamson, 2006).”
• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “For instance, Nelson and Manset-Williamson (2006) compared a reading intervention that incorporated explicit, self-regulatory strategy instruction to a less explicit intervention.”