GIRLI, A.; ÖZTÜRK, H. Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept. International Electronic Journal of Elementary Education, [S. l.], v. 10, n. 1, p. 93–102, 2017. Disponível em: https://iejee.com/index.php/IEJEE/article/view/302. Acesso em: 8 sep. 2024.