Universität zu Köln

Leidig, Tatjana ORCID: 0000-0002-4598-917X, Grünke, Matthias ORCID: 0000-0003-4249-6035, Urton, Karolina ORCID: 0000-0002-5912-8143, Knaak, Turid and Hisgen, Susanne Elisabeth (2018). The effects of the RAP strategy used in a peer-tutoring setting to foster reading comprehension in high-risk fourth graders. Learning Disabilities: A Contemporary Journal, 16 (2). pp. 231-253. ERIC. ISSN 1937-6928

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Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Leidig, Tatjana UNSPECIFIED orcid.org/0000-0002-4598-917X UNSPECIFIED Grünke, Matthias UNSPECIFIED orcid.org/0000-0003-4249-6035 UNSPECIFIED Urton, Karolina UNSPECIFIED orcid.org/0000-0002-5912-8143 UNSPECIFIED Knaak, Turid turid.knaak@uni-koeln.de UNSPECIFIED UNSPECIFIED Hisgen, Susanne Elisabeth susannehisgen@gmail.com UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-709703
Journal or Publication Title:	Learning Disabilities: A Contemporary Journal
Volume:	16
Number:	2
Page Range:	pp. 231-253
Date:	2018
Publisher:	ERIC
ISSN:	1937-6928
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/70970