An investigation into the facilitative effects of two kinds of adjunct questions on the learning and remembering of teachers' college students during the reading of textual materials with an associated study of student reading improvement incorporating a survey of their textbook reading habits, attitudes and problems.
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| Language: | en |
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University of Canterbury. School of Educational Studies and Human Development
2010
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| Online Access: | http://hdl.handle.net/10092/3600 |