Cargando…

Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students

Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today’s society. However, to date, appropriate measurements to map late elementary students’ reading strategies are lacking. In this respect, the present article first...

Descripción completa

Detalles Bibliográficos
Autores principales:	Bogaert, Rielke, Merchie, Emmelien, Rosseel, Yves, Van Keer, Hilde
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2023
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9848395/ https://www.ncbi.nlm.nih.gov/pubmed/36687974 http://dx.doi.org/10.3389/fpsyg.2022.1016761

Ejemplares similares

Mind Maps: Processed as Intuitively as Thought? Investigating Late Elementary Students’ Eye-Tracked Visual Behavior Patterns In-Depth
por: Merchie, Emmelien, et al.
Publicado: (2022)

Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective
por: De Smedt, Fien, et al.
Publicado: (2020)

Covid-19 school closures negatively impacted elementary-school students’ reading comprehension and reading fluency skills
por: Starling-Alves, Isabella, et al.
Publicado: (2023)

Assessing quality of life among elementary school students: Validation of the Korean version of the Meaning in Life in Children Questionnaire
por: Choi, Younyoung, et al.
Publicado: (2022)

Developmental Differences in Prosocial Behavior Between Preschool and Late Elementary School
por: Flook, Lisa, et al.
Publicado: (2019)

Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects
por: Hu, Tsui-Chun, et al.
Publicado: (2022)

The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance?
por: Gao, Jiacheng, et al.
Publicado: (2023)

The Impact of COVID-19-Induced Changes at Schools on Elementary Students' School Engagement
por: Thorsteinsen, Kjærsti, et al.
Publicado: (2021)

Development of the reading literacy questionnaire for EFL learners at primary schools
por: Li, Weilai, et al.
Publicado: (2023)

Reading Comprehension in Both Spanish and English as a Foreign Language by High School Spanish Students
por: Cueva, Elena, et al.
Publicado: (2022)

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School
por: Valle, Antonio, et al.
Publicado: (2016)

The impact of working memory capacity on collaborative learning in elementary school students
por: Du, Xuejiao, et al.
Publicado: (2022)

The relationships between students’ comprehension of conversational implicatures and their achievement in reading comprehension
por: Çiftlikli, Safiye, et al.
Publicado: (2022)

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
por: Ibáñez-Alfonso, Joaquín A., et al.
Publicado: (2021)

Mindfulness-Based Versus Story Reading Intervention in Public Elementary Schools: Effects on Executive Functions and Emotional Health
por: Milaré, Claudete A. R., et al.
Publicado: (2021)

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School
por: Martín-Antón, Luis J., et al.
Publicado: (2016)

Gendered difference in motivational profiles, achievement, and STEM aspiration of elementary school students
por: Olive, Kezia, et al.
Publicado: (2022)

The Relation Between Television Viewing Time and Reading Achievement in Elementary School Children: A Test of Substitution and Inhibition Hypotheses
por: Supper, Wilfried, et al.
Publicado: (2021)

ORCA.IT: A New Web-Based Tool for Assessing Online Reading, Search and Comprehension Abilities in Students Reveals Effects of Gender, School Type and Reading Ability
por: Caccia, Martina, et al.
Publicado: (2019)

Mindsets and Neural Mechanisms of Automatic Reactions to Negative Feedback in Mathematics in Elementary School Students
por: Puusepp, Ita, et al.
Publicado: (2021)

Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
por: Coelho, Vera, et al.
Publicado: (2023)

Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation
por: Zhu, Xinhua, et al.
Publicado: (2020)

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?
por: Li, Hong, et al.
Publicado: (2022)

Mathematics Self-Concept in New Zealand Elementary School Students: Evaluating Age-Related Decline
por: Watson, Penelope W. St J., et al.
Publicado: (2019)

Reciprocal relationships between parental and scholastic homework assistance and students’ academic functioning at elementary school
por: Benckwitz, Lisa, et al.
Publicado: (2023)

Emotion regulation as a mediator on the relationship between emotional awareness and depression in elementary school students
por: Wang, Ruian, et al.
Publicado: (2023)

Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school
por: Martins-Reis, Vanessa de Oliveira, et al.
Publicado: (2023)

Reading in COVID-19 Pandemic Times: A Snapshot of Reading Fluency of Portuguese Elementary School Students
por: Rosendo, Daniela, et al.
Publicado: (2023)

Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia
por: Brèthes, Hélène, et al.
Publicado: (2022)

The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation
por: Chae, Soo Eun, et al.
Publicado: (2021)

Development of associations between elementary school students’ mindsets and attentional neural processing of feedback in an arithmetic task
por: Puusepp, Ita, et al.
Publicado: (2023)

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico
por: Tapia-Fonllem, César, et al.
Publicado: (2020)

Speech Perception Deficits in Mandarin-Speaking School-Aged Children with Poor Reading Comprehension
por: Liu, Huei-Mei, et al.
Publicado: (2017)

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions
por: Li, Wei, et al.
Publicado: (2020)

Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?
por: Schmitterer, Alexandra M. A., et al.
Publicado: (2021)

Developmental Changes in Number Personification by Elementary School Children
por: Matsuda, Eiko, et al.
Publicado: (2018)

Influence of Flexible Classroom Seating on the Wellbeing and Mental Health of Upper Elementary School Students: A Gender Analysis
por: Bluteau, Jonathan, et al.
Publicado: (2022)

A study on the reliability and validity of the Korean version of the parenting outcome expectancy scale for parents of elementary school students
por: Kim, Yoonjung, et al.
Publicado: (2023)

Imitated Prosodic Fluency Predicts Reading Comprehension Ability in Good and Poor High School Readers
por: Breen, Mara, et al.
Publicado: (2016)

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis
por: Dong, Yang, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_laqcqh1m8rrbd6jlc534a503su