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Author:

Young, Taylor

Title:

Examining the role of a metacognitive prompting intervention to support students' self-regulated and multiple-text learning

Graduate Program:

Educational Psychology

Keywords:

Self-regulated learning
Multiple texts
Metacognitive prompting
Intervention

File:

Download Examining_the_role_of_a_metacognitive_prompting_intervention_to_support_students__self-regulated_and_multiple-text_learning.pdf

Committee Members:

Rayne Audrey Sperling, Thesis Advisor/Co-Advisor
Jonna Marie Kulikowich, Committee Member
P Murphy, Program Head/Chair