IQ IS NOT STRONGLY RELATED TO RESPONSE TO READING INSTRUCTION: A META-ANALYTIC INTERPRETATION
Enregistré dans:
STUEBING, K.K., ET AL., IQ IS NOT STRONGLY RELATED TO RESPONSE TO READING INSTRUCTION: A META-ANALYTIC INTERPRETATION. EXCEPTIONAL CHILDREN, Vol. 76, no. 1 (2009), p. 31-51.
Ref.
161672
Localisation:
SIIS R.120 Archivo
Palabras clave:
Aprendizaje, C.I., Discapacidad intelectual, Efectos, Infancia, Lectura y escritura, Literatura científica
Aprendizaje, C.I., Discapacidad intelectual, Efectos, Infancia, Lectura y escritura, Literatura científica
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