Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence


by Cordula Artelt & Wolfgang Schneider — 2015


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Cross-Country Generalizability of the Role of Metacognitive Knowledge in Students’ Strategy Use and Reading Competence
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 117 Number 1, 2015, p. 1-32
http://www.tcrecord.org ID Number: 17695, Date Accessed: 12/16/2017 8:14:26 AM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Cordula Artelt
    University of Bamberg, Germany
    E-mail Author
    CORDULA ARTELT is currently Professor of Educational Research at the University of Bamberg, Germany, where she teaches psychology and educational research. She also holds the position of a scientific manager of for competence development across the life course within the German National Educational Panel Study (NEPS). Her primary interests are competence assessments (including teacher professionalism), self-regulated learning, metacognition as well as text-comprehension and reading.
  • Wolfgang Schneider
    University of Würzburg, Germany
    E-mail Author
    WOLFGANG SCHNEIDER is currently Professor of Psychology at the Department of Psychology, University of Würzburg, Germany, where he teaches educational and developmental psychology courses. His research interests include the development of memory and metacognition, giftedness and expertise, the development of reading and spelling, as well as the prevention of reading and math difficulties.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS