FACILITATING A POSITIVE SENSE OF SELF IN PUPILS WITH DYSLEXIA: THE ROLE OF TEACHERS AND PEERS
Bewaard in:
HUMPHREY, N., FACILITATING A POSITIVE SENSE OF SELF IN PUPILS WITH DYSLEXIA: THE ROLE OF TEACHERS AND PEERS. SUPPORT FOR LEARNING, Vol. 18, no. 3 (2003), p. 130-136.
Ref.
123276
Plaats:
SIIS R.208
Palabras clave:
Actitudes profesores, Apoyo social, Autoconcepto, Autoestima, Compañeros, Discapacidad del lenguaje, Dislexia, Efectos, Entorno educativo, Infancia
Actitudes profesores, Apoyo social, Autoconcepto, Autoestima, Compañeros, Discapacidad del lenguaje, Dislexia, Efectos, Entorno educativo, Infancia
Gelijkaardige items: FACILITATING A POSITIVE SENSE OF SELF IN PUPILS WITH DYSLEXIA: THE ROLE OF TEACHERS AND PEERS
- TEACHER AND PUPIL RATINGS OF SELF-ESTEEM IN DEVELOPMENTAL DYSLEXIA
- PERSONAL CONSTRUCTS AND ATTRIBUTION FOR ACADEMIC SUCCESS AND FAILURE IN DYSLEXIA
- TEACHER ATTITUDES TOWARD DYSLEXIA: EFFECTS ON TEACHER EXPECTATIONS AND THE ACADEMIC ACHIEVEMENT OF STUDENTS WITH DYSLEXIA
- EVALUATION OF SUBCLINICAL DEPRESSION IN CHILDREN USING SELF-, PEER-, AND TEACHER-REPORT MEASURES
- Adults with dyslexia, an invisible disability: the mediational role of concealment on perceived family support and self-esteem
- NEUROPSYCHOLOGICAL INTERVENTION IN DYSLEXIA: TWO STUDIES ON BRITISH PUPILS