USING INFORMED STRATEGIES FOR LEARNING TO ENHANCE THE READING AND THINKING SKILLS OF CHILDREN WITH LEARNING DISABILITIES
Gorde:
ROTTMAN, T.R., CROSS, D.R., USING INFORMED STRATEGIES FOR LEARNING TO ENHANCE THE READING AND THINKING SKILLS OF CHILDREN WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, Vol. 23, no. 5 (1990), p. 270-278.
Erref.
16815
Kokapena:
SIIS R.113 Depósito (8)
Hitz-gakoak:
Enfermedades mentales, Evaluación educativa, Lectura y escritura, Método educativo, Problemas de aprendizaje
Enfermedades mentales, Evaluación educativa, Lectura y escritura, Método educativo, Problemas de aprendizaje
Antzeko izenburuak: USING INFORMED STRATEGIES FOR LEARNING TO ENHANCE THE READING AND THINKING SKILLS OF CHILDREN WITH LEARNING DISABILITIES
- THE EFFECTS OF AN INTERACTIVE INSTRUCTIONAL STRATEGY FOR ENHANCING READING COMPREHENSION AND CONTENT AREA LEARNING FOR STUDENTS WITH LEARNING DISABILITIES
- IS ATRIBUTION RETRAINING NECESSARY? USE OF SELF-REGULATION PROCEDURES FOR ENHANCING THE READING COMPREHENSION STRATEGIES OF CHILDREN WITH LEARNING DISABILITIES
- BEGINNING TO READ. THINKING AND LEARNING ABOUT PRINT.
- TEACHING READING TO LEARNING DISABLED CHILDREN: THE STRATEGY APPROACH
- A READING STRATEGY FOR STUDENTS WITH LEARNING DISABILITIES
- FEEDBACK EFFECTS ON ORAL READING ERRORS OF CHILDREN WITH LEARNING DISABILITIES