A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading. - Wikidata - wikimedia - TriplyDB

A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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2017 nî lūn-bûn

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2017 թուականի Մարտին հրատարակուած գիտական յօդուած

@hyw

2017 թվականի մարտին հրատարակված գիտական հոդված

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2017年の論文

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2017年論文

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2017年論文

@zh-hant

2017年論文

@zh-hk

2017年論文

@zh-mo

2017年論文

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2017年论文

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name

A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

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FNHUM.2017.00098

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Frontiers in Human Neuroscience

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A-Book: A Feedback-Based Adaptive System to Enhance Meta-Cognitive Skills during Reading.

@en

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Ernesto Guerra

http://www.w3.org/2001/XMLSchema#string

Guido Mellado

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P2860

"Good-bye, teacher...".

A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program

Putting computerized instruction to the test: a randomized evaluation of a “scientifically based” reading program

Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background

Mixed-effects modeling with crossed random effects for subjects and items

Examples of mixed-effects modeling with crossed random effects and with binomial data

Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities.

Changing how and what children learn in school with computer-based technologies.

Random effects structure for confirmatory hypothesis testing: Keep it maximal.

A randomized, controlled study of computer-based intervention in middle school struggling readers.

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98

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scholarly article

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10.3389/FNHUM.2017.00098

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11

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2017-03-13T00:00:00Z

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28348523

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5346546

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