1.Knowing what we know and do not know: Educational and real world implications

作　　者：Karen M. Zabrucky ;Karen M. Zabrucky

出　　处：Procedia - Social and Behavioral Sciences. 2010 ;2(2):1266-1269.doi:10.1016/j.sbspro.2010.03.185

出版社：Elsevier

文章 ID：1019243016

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2.Metacomprehension Across the Lifespan: Influence of Education and Instructional Support

作　　者：Karen M. Zabrucky ;Karen M. Zabrucky ;DeWayne Moore 等

出　　处：Procedia - Social and Behavioral Sciences. 2012 ;46:601-604.doi:10.1016/j.sbspro.2012.05.170

出版社：Elsevier

文章 ID：1019254556

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3.Improving middle and high school students' comprehension of science texts

作　　者：Brandi E. Johnson ;Karen M. Zabrucky

出　　处：International Electronic Journal of Elementary Education. 2017 ;4(1):19-31.

出版社：International Electronic Journal of Elementary Education

文章 ID：216031343

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4.Contributions of metacognitive and self-regulated learning theories to investigations of calibration of comprehension

作　　者：Stephanie Stolp ;Karen M. Zabrucky

出　　处：International Electronic Journal of Elementary Education. 2017 ;2(1):7-31.

出版社：International Electronic Journal of Elementary Education

文章 ID：216031424

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5.Children's metamemory: A review of the literature and implications for the classroom

作　　者：Kristen Karably ;Karen M. Zabrucky

出　　处：International Electronic Journal of Elementary Education. 2017 ;2(1):32-52.

出版社：International Electronic Journal of Elementary Education

文章 ID：216031425

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	International Electronic Journal of Elementary Education	3篇
	Procedia - Social and Behavioral Sciences	2篇

	2017	3篇
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