Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions

Michael G. Pressley · Barbara L. Snyder · Joel R. Levin · Harry G. Murray · Elizabeth S. Ghatala

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Reading and Literacy Development Memory Processes and Influences Educational Strategies and Epistemologies

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Michael Pressley, Barbara L. Snyder, Joel R. Levin, Harry G. Murray, Elizabeth S. Ghatala, Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions, Reading Research Quarterly, Vol. 22, No. 2 (Spring, 1987), pp. 219-236

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1988Statistical Methods for Meta-Analysis 2013Experimental Design: Procedures for the Behavioral Sciences 1984Metacognitive skills and reading 1977Perspectives on the Development of Memory and Cognition 19779: Integrating Findings: The Meta-Analysis of Research 1977Rating the Importance of Structural Units of Prose Passages: A Problem of Metacognitive Development 1982The illusion of knowing: Failure in the self-assessment of comprehension 1985Use of Thinking Aloud in Identification and Teaching of Reading Comprehension Strategies

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2012Metacognition, Learning, and Instruction 2002Metacognition for text: findings and implications for education 2000The use of additional information in problem-oriented learning environments 1989Developing Metacognitive Awareness 1989Metacognitive benefits of taking a test for children and young adolescents 1989Why Be Optimistic About Cognitive Strategy Instruction?

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