THE RELEVANCE OF IQ IN THE DETERMINATION OF LEARNING DISABILITIES: ABANDONING SCORES AS DECISION MAKERS
محفوظ في:
GRAHAM, S., HARRIS, K.R., THE RELEVANCE OF IQ IN THE DETERMINATION OF LEARNING DISABILITIES: ABANDONING SCORES AS DECISION MAKERS. JOURNAL OF LEARNING DISABILITIES, Vol. 22, no. 8 (1989), p. 500-501.
Ref.
12808
الموقع:
SIIS R.113 Depósito (8)
Palabras clave:
Aprendizaje, C.I., Inteligencia, Problemas de aprendizaje, Problemas de lectura y escritura, Psicología, Trastornos del lenguaje
Aprendizaje, C.I., Inteligencia, Problemas de aprendizaje, Problemas de lectura y escritura, Psicología, Trastornos del lenguaje
مواد مشابهة: THE RELEVANCE OF IQ IN THE DETERMINATION OF LEARNING DISABILITIES: ABANDONING SCORES AS DECISION MAKERS
- IS IQ-ACHIEVEMENT DISCREPANCY RELEVANT IN THE DEFINITION OF ARITHMETIC LEARNING DISABILITIES
- WHY WE DO NOT NEED INTELLIGENCE TEST SCORES IN THE DEFINITION AND ANALYSES OF LEARNING DISABILITIES
- A VISUAL APPROACH TO IMPROVED LITERACY SKILLS FOR SPECIAL EDUCATION ADOLESCENTS:AN EXPLORATORY STUDY
- DYSRATIONALIA: A NEW SPECIFIC LEARNING DISABILITY
- A CONCEPTUAL OVERVIEW OF THE REGRESSION DISCREPANCY MODEL FOR EVALUATING SEVERE DISCREPANCY BETWEEN IQ AND ACHIEVEMENT SCORES
- IQ IS IRRELEVANT TO THE DEFINITION OF LEARNING DISABILITIES