(2016). Syntactic Knowledge, Vocabulary Breadth, and Metacognitive Awareness of Reading Strategies in Reading Comprehension in Self-Regulated vs. Non-Self-Regulated Readers. Journal of Modern Research in English Language Studies, 1(4), 37-62.
MLA
. " Syntactic Knowledge, Vocabulary Breadth, and Metacognitive Awareness of Reading Strategies in Reading Comprehension in Self-Regulated vs. Non-Self-Regulated Readers", Journal of Modern Research in English Language Studies, 1, 4, 2016, 37-62.
HARVARD
(2016). ' Syntactic Knowledge, Vocabulary Breadth, and Metacognitive Awareness of Reading Strategies in Reading Comprehension in Self-Regulated vs. Non-Self-Regulated Readers', Journal of Modern Research in English Language Studies, 1(4), pp. 37-62.
CHICAGO
, " Syntactic Knowledge, Vocabulary Breadth, and Metacognitive Awareness of Reading Strategies in Reading Comprehension in Self-Regulated vs. Non-Self-Regulated Readers," Journal of Modern Research in English Language Studies, 1 4 (2016): 37-62,
VANCOUVER
Syntactic Knowledge, Vocabulary Breadth, and Metacognitive Awareness of Reading Strategies in Reading Comprehension in Self-Regulated vs. Non-Self-Regulated Readers. Journal of Modern Research in English Language Studies, 2016; 1(4): 37-62.
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