Examining the impact of selected metacognitive strategies on learning disabled African American students
This study examined whether two selected metacognitive classroom instructional strategies, attributional retraining instruction (ARI) and self-management (SM) training, improve the academic performance of three selected learning disabled (LD) African American high school male students enrolled in th...
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| Format: | Others |
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Scholarly Commons
2009
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| Online Access: | https://scholarlycommons.pacific.edu/uop_etds/2492 https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=3491&context=uop_etds |