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Goal orientation and reading comprehension strategy use among students with and without reading difficulties
dc.creator | Botsas, G. | en |
dc.creator | Padeliadu, S. | en |
dc.date.accessioned | 2015-11-23T10:24:01Z | |
dc.date.available | 2015-11-23T10:24:01Z | |
dc.date.issued | 2003 | |
dc.identifier | 10.1016/j.ijer.2004.06.010 | |
dc.identifier.issn | 8830355 | |
dc.identifier.uri | http://hdl.handle.net/11615/26370 | |
dc.description.abstract | Our aim in this paper was to provide an analysis of goal orientation parameters with respect to reading comprehension strategy use for students with and without reading difficulties (RD). Non-RD students appeared to be more mastery oriented and less performance avoidant compared to RD ones. Also, non-RD students used, more, deeper, more sophisticated and complex ones compared to those of RD students (who used fewer and more surface strategies). Non-RD children appeared to metacognitively monitor their comprehension process while their RD classmates were either ignorant of the existing comprehension problems or bridged meaning gaps in inappropriate ways. © 2004 Elsevier Ltd. All rights reserved. | en |
dc.source | International Journal of Educational Research | en |
dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-19444370553&partnerID=40&md5=93a803cfe4eb75faa086108459dcf0b5 | |
dc.subject | Goal orientation | en |
dc.subject | Monitoring | en |
dc.subject | Reading comprehension | en |
dc.subject | Reading difficulties | en |
dc.subject | Strategies | en |
dc.title | Goal orientation and reading comprehension strategy use among students with and without reading difficulties | en |
dc.type | journalArticle | en |
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