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The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

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dc.contributor.authorADIGÜZEL, OKTAY CEM
dc.contributor.authorOktay Cem Adıgüzel
dc.contributor.orcid0000-0002-7985-4871
dc.date.accessioned2025-11-13T11:18:22Z
dc.date.issued2013-03-31
dc.identifier.doihttps://doi.org/10.5539/jel.v2n2p55
dc.identifier.issn1927-5250
dc.identifier.issue2
dc.identifier.openalexW2165427022
dc.identifier.urihttps://hdl.handle.net/11421/6368
dc.identifier.urihttps://doi.org/10.5539/jel.v2n2p55
dc.identifier.volume2
dc.language.isoen
dc.relation.ispartofJournal of Education and Learning
dc.rightsopenAccess
dc.subjectReading comprehension
dc.subjectReading (process)
dc.subjectMathematics education
dc.subjectCognition
dc.subjectPsychology
dc.subjectForeign language
dc.subjectCognitive strategy
dc.subjectAction research
dc.subjectTeaching method
dc.subjectThink aloud protocol
dc.subjectTest (biology)
dc.subjectComprehension
dc.subjectLanguage learning strategies
dc.subjectMetacognition
dc.subjectComputer science
dc.subjectLinguistics
dc.subject.sdg4
dc.titleThe Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5053070832

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