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Contributions of image presentation, verbal presentation, and practice to learning a procedural motor task
Using self-reported reading difficulties, study strategies, and metacognitive reading strategies to predict success of first-year university students
An exploration of the relationships between academic success, students' reading history, and learning and reading strategies
History of early reading difficulty and document literacy
A comparison of international students and Canadian students on student engagement
Obstacles and opportunities
Interactivity, learning, and learning regulation
Could too much be not enough?
Effect of self pacing in learning from multimedia