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Study strategies of first-year undergraduates with and without dyslexia and the effect of gender
16 references·1 citing·43 second hop
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References

  • 2013Diagnostic and Statistical Manual of Mental Disorders116,254 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 2008Analyzing Linguistic Data3,253 cited
  • 2016Effect size guidelines for individual differences researchers2,855 cited
  • 2008Analyzing linguistic data : a practical introduction to statistics using R2,066 cited
  • 2014Publication bias in the social sciences: Unlocking the file drawer1,539 cited
  • 2011Negative results are disappearing from most disciplines and countries1,215 cited
  • 1988Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader1,078 cited
  • 2002Where the boys aren't: non-cognitive skills, returns to school and the gender gap in higher education539 cited
  • 2022Self-regulation of Learning and Performance320 cited
  • 2005Cognition, Metacognition, and Achievement of College Students with Learning Disabilities217 cited
  • 2008Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia176 cited
  • 2012Cognitive Profile of Students Who Enter Higher Education with an Indication of Dyslexia168 cited
  • 2008Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get167 cited

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  • 2008Factors influencing the academic achievement of the Turkish urban poor141 cited
  • 2006An In-Depth Analysis of the Learning and Study Strategies Inventory (LASSI)125 cited
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    • 2026Emotion regulation training for children with specific learning disorders: metacognitive and emotional effects0 cited