A Qualitative Study of Metacognitive Characteristics of Low-performing Middle School Reading Students
dc.contributor.advisor | Stephens, Elizabeth | |
dc.contributor.author | McCulley, Elisabeth V. | |
dc.contributor.committeeMember | Assaf, Lori Czop | |
dc.contributor.committeeMember | Harrison, Elizabeth | |
dc.date.accessioned | 2012-02-24T10:12:52Z | |
dc.date.available | 2012-02-24T10:12:52Z | |
dc.date.issued | 2010-05 | |
dc.description.abstract | No abstract prepared. | |
dc.description.department | Curriculum and Instruction | |
dc.format | Text | |
dc.format.extent | 92 pages | |
dc.format.medium | 1 file (.pdf) | |
dc.identifier.citation | McCulley, E. V. (2010). A qualitative study of metacognitive characteristics of low-performing middle school reading students (Unpublished thesis). Texas State University-San Marcos, San Marcos, Texas. | |
dc.identifier.uri | https://hdl.handle.net/10877/3421 | |
dc.language.iso | en | |
dc.subject | metacognition | |
dc.subject | reading | |
dc.subject | strategies | |
dc.subject | middle school | |
dc.subject | self-regulation | |
dc.subject | struggling | |
dc.title | A Qualitative Study of Metacognitive Characteristics of Low-performing Middle School Reading Students | |
dc.type | Thesis | |
thesis.degree.department | Curriculum and Instruction | |
thesis.degree.discipline | Curriculum and Instruction | |
thesis.degree.grantor | Texas State University-San Marcos | |
thesis.degree.level | Masters | |
thesis.degree.name | Master of Arts |
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