International Electronic Journal of Elementary Education

Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept

How to Cite

Girli, A., & Öztürk, H. (2017). Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept. International Electronic Journal of Elementary Education, 10(1), 93–102. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/302