FACILITATING READING COMPREHENSION IN LEARNING DISABLED STUDENTS: METACOGNITIVE GOALS AND INSTRUCTIONAL STRATEGIES
Αποθηκεύτηκε σε:
BILLINGSLEY, B.S., WILDMAN, M., FACILITATING READING COMPREHENSION IN LEARNING DISABLED STUDENTS: METACOGNITIVE GOALS AND INSTRUCTIONAL STRATEGIES. REMEDIAL AND SPECIAL EDUCATION, Vol. 11, no. 2 (1990), p. 18-31.
Ref.
15851
Τοποθεσία:
SIIS R.515 Depósito (80)
Palabras clave:
Enfermedades mentales, Infancia, Lectura y escritura, Metodología, Necesidades educativas especiales, Problemas de aprendizaje, Programas
Enfermedades mentales, Infancia, Lectura y escritura, Metodología, Necesidades educativas especiales, Problemas de aprendizaje, Programas
Παρόμοια τεκμήρια: FACILITATING READING COMPREHENSION IN LEARNING DISABLED STUDENTS: METACOGNITIVE GOALS AND INSTRUCTIONAL STRATEGIES
- THE EFFECTS OF GOAL SETTING AND SELF-INSTRUCTION ON LEARNING A READING COMPREHENSION STRATEGY: A STUDY OF STUDENTS WITH LEARNING DISABILITIES
- USE OF METACOGNITIVE READING STRATEGIES BY GIFTED LEARNING DISABLED STUDENTS: AN EXPLORATORY STUDY
- READING COMPREHENSION INSTRUCTION: SUMMARIZATION AND SELF-MONITORING TRAINING FOR STUDENTS WITH LEARNING DISABILITIES
- THE EFFECTS OF AN INTERACTIVE INSTRUCTIONAL STRATEGY FOR ENHANCING READING COMPREHENSION AND CONTENT AREA LEARNING FOR STUDENTS WITH LEARNING DISABILITIES
- DIRECT INSTRUCTION IN READING COMPREHENSION. EN: EFFECTIVE INSTRUCTIONAL STRATEGIES. FOR EXCEPTIONAL CHILDREN.
- RECIPROCAL TEACHING AND TRANSENVIRONMENTAL PROGRAMMING: A PROGRAM TO FACILITATE THE READING COMPREHENSION OF STUDENTS WITH READING DIFFICULTIES