Teaching Comprehension Monitoring Strategies within a Metacognitive Framework: An Analysis of the Effects on Fourth Graders' Reading Achievement and Calibration.

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dc.contributor.advisorJessica DeCuir-Gunby, Co-Chair
dc.contributor.advisorDeLeon Gray, Co-Chair
dc.contributor.advisorDale Schunk, External
dc.contributor.advisorRoger Azevedo, Member
dc.contributor.advisorMargareta Thomson, Member
dc.contributor.authorLancaster, Jessica Margaret
dc.date.accepted2018-07-06
dc.date.accessioned2018-07-13T12:32:11Z
dc.date.available2018-07-13T12:32:11Z
dc.date.defense2018-05-09
dc.date.issued2018-05-09
dc.date.released2018-07-13
dc.date.reviewed2018-05-15
dc.date.submitted2018-05-12
dc.degree.disciplineCurriculum & Instruction
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg9489
dc.identifier.urihttp://www.lib.ncsu.edu/resolver/1840.20/35389
dc.rights
dc.titleTeaching Comprehension Monitoring Strategies within a Metacognitive Framework: An Analysis of the Effects on Fourth Graders' Reading Achievement and Calibration.

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