How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension?

dc.contributor.author	Gaspard, Hanna
dc.date.accessioned	2019-07-10T07:25:22Z
dc.date.available	2019-07-10T07:25:22Z
dc.date.issued	2018
dc.identifier.issn	1467-9817
dc.identifier.uri	http://hdl.handle.net/10900/90226
dc.language.iso	en	de_DE
dc.publisher	Wiley	de_DE
dc.relation.uri	http://dx.doi.org/10.1111/1467-9817.12243	de_DE
dc.subject.ddc	150	de_DE
dc.subject.ddc	370	de_DE
dc.title	How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension?	de_DE
dc.type	Article	de_DE
utue.quellen.id	20190321153956_00512
utue.publikation.seiten	625-641	de_DE
utue.personen.roh	Rosenzweig, Emily Q.
utue.personen.roh	Wigfield, Allan
utue.personen.roh	Gaspard, Hanna
utue.personen.roh	Guthrie, John T.
dcterms.isPartOf.ZSTitelID	Journal of Research in Reading	de_DE
dcterms.isPartOf.ZS-Issue	4	de_DE
dcterms.isPartOf.ZS-Volume	41	de_DE
utue.fakultaet	06 Wirtschafts- und sozialwissenschaftliche Fakultät	de_DE