Works matching IS 07319487 AND DT 2006 AND VI 29 AND IP 3
Results: 5
THE IMPACT OF EXPLICIT, SELF-REGULATORY READING COMPREHENSION STRATEGY INSTRUCTION ON THE READING-SPECIFIC SELF-EFFICACY, ATTRIBUTIONS, AND AFFECT OF STUDENTS WITH READING DISABILITIES.
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- Learning Disability Quarterly, 2006, v. 29, n. 3, p. 213, doi. 10.2307/30035507
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- Article
EFFECTS OF TWO TYPES OF SELF-REGULATORY INSTRUCTION PROGRAMS ON STUDENTS WITH LEARNING DISABILITIES IN WRITING PRODUCTS, PROCESSES, AND SELF-EFFICACY.
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- Learning Disability Quarterly, 2006, v. 29, n. 3, p. 181
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- Article
CLASSIFICATION OF STUDENTS WITH READING COMPREHENSION DIFFICULTIES: THE ROLES OF MOTIVATION, AFFECT, AND PSYCHOPATHOLOGY.
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- Learning Disability Quarterly, 2006, v. 29, n. 3, p. 159, doi. 10.2307/30035505
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- Article
ACHIEVEMENT GOALS OF STUDENTS WITH ADHD.
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- Learning Disability Quarterly, 2006, v. 29, n. 3, p. 137, doi. 10.2307/30035504
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- Article
MOTIVATIONAL ISSUES IN LEARNING DISABILITIES.
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- Learning Disability Quarterly, 2006, v. 29, n. 3, p. 131, doi. 10.2307/30035503
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- Article