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MCGEE, R., ET AL., THE LONG-TERM SIGNIFICANCE OF TEACHER-RATED HYPERACTIVITY AND READING ABILITY IN CHILDHOOD: FINDINGS FROM TWO LONGITUDINAL STUDIES. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, THE , Vol. 43, no. 8 (2002), p. 1004-1017
Ref. 116391
Location: R.458

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Keywords:
Efectos, Enfermedades mentales, Fracaso escolar, Hiperactividad, Infancia, Predicción, Problemas de conducta, Problemas de lectura y escritura, Trastornos de atención, Trastornos del lenguaje