Integrating self-regulation in whole-class reciprocal teaching: A moderator–mediator analysis of incremental effects on fifth graders’ reading comprehension

By Nina Schünemann, Nadine Spörer, J. C. Brunstein. 2013

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b3f84291581fa667a22a197cc185b395d8e7ea28