Exploring the effects of strategy-focused instruction in writing skills of 4th grade students

dc.contributor.author	Rodríguez Málaga, L.
dc.contributor.author	Fernández Cueli, Marisol
dc.contributor.author	Rodríguez Pérez, Celestino
dc.date.accessioned	2021-06-01T09:45:10Z
dc.date.available	2021-06-01T09:45:10Z
dc.date.issued	2020
dc.identifier.citation	Metacognition and Learning, 16, p. 179-205 (2021); doi:10.1007/s11409-020-09247-3
dc.identifier.issn	1556-1623
dc.identifier.issn	1556-1631
dc.identifier.uri	http://hdl.handle.net/10651/58988
dc.description.sponsorship	This work was funded by the I + D + i project with reference EDU2015–67484-P, and the support of a national research grant FPI -BES-2016-076864.
dc.format.extent	p. 179-205
dc.language.iso	eng
dc.relation.ispartof	Metacognition and Learning
dc.rights	© Springer Science+Business Media, LLC, part of Springer Nature 2020
dc.source	WOS:000579593300001
dc.title	Exploring the effects of strategy-focused instruction in writing skills of 4th grade students
dc.type	journal article
dc.identifier.doi	10.1007/s11409-020-09247-3
dc.relation.projectID	EDU2015-67484-P
dc.relation.projectID	FPI-BES-2016-076864
dc.relation.publisherversion	http://dx.doi.org/10.1007/s11409-020-09247-3
dc.rights.accessRights	embargoed access
dc.type.hasVersion	AM

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