Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students.

John G. Borkowski, Robert S. Weyhing, Martha Carr·1988·Journal of Educational Psychology
DOI 10.1037//0022-0663.80.1.46

Cited by (11)

  1. Motivational and self-regulated learning components of classroom academic performance.
    Pintrich, Paul R., De Groot, Elisabeth V. · 1990 · Journal of Educational Psychology
  2. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.
    Blair, Clancy · 2002 · American Psychologist
  3. Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
    Wolters, Christopher A. · 2003 · Educational Psychologist
  4. Motivation as an Enabler for Academic Success
    Linnenbrink, Elizabeth A., Pintrich, Paul R. · 2002 · School Psychology Review
  5. Inherent details in self-regulated learning.
    Winne, Philip H. · 1995 · Educational Psychologist

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This page
CoChat. (2026). Citation check: Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. https://app.cochat.ai/papers/10.1037//0022-0663.80.1.46
The paper
Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology. https://doi.org/10.1037//0022-0663.80.1.46

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.