Raising the Achievement of Young-beginner Readers of French through Strategy Instruction

By E. Macaro, Lynn Erler. 2008

149 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d7520cac885c13e92a2ac9a8fe38edd8ae23998e

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. Aijiao Wu
2. (Mark) Feng Teng
3. Lawrence Jun Zhang
4. Lin Sophie Teng
5. Christine Goh
6. Hossein Tavakoli
7. Donglan Zhang

In Language and Linguistics

1. Aijiao Wu
2. (Mark) Feng Teng
3. Lawrence Jun Zhang
4. Lin Sophie Teng
5. R. Erlam
6. Christine Goh
7. Hossein Tavakoli
8. Donglan Zhang

Citations in the corpus

• The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “Macaro and Erler (2008) examined the effect of metacognitive reading strategy instruction for students learning French as a foreign language.”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “Grounded in this understanding, extensive research has been conducted to examine the effects of reading-strategy instruction on reading improvement (Carrell, 1998; Macaro & Erler, 2008; Zhang, 2008).”