STRATEGY ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES. FROM THEORY TO PRACTICE
שמור ב:
MELTZER, L.J., STRATEGY ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES. FROM THEORY TO PRACTICE. TEXAS (USA), PRO-ED, 1992, 400 p.
Ref.
27256
מקום:
SIIS C1.148 M74.2
Palabras clave:
Desarrollo cognitivo, Discapacidad del lenguaje, Enfermedades mentales, Método educativo, Métodos de evaluación, Motivación, Problemas de aprendizaje, Problemas de lectura y escritura, Recomendaciones, Teoría, Trastornos de atención, Trastornos del lenguaje, Trastornos del lenguaje
Desarrollo cognitivo, Discapacidad del lenguaje, Enfermedades mentales, Método educativo, Métodos de evaluación, Motivación, Problemas de aprendizaje, Problemas de lectura y escritura, Recomendaciones, Teoría, Trastornos de atención, Trastornos del lenguaje, Trastornos del lenguaje
פריטים דומים: STRATEGY ASSESSMENT AND INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES. FROM THEORY TO PRACTICE
- PROMOTING STRATEGY GENERALIZATION THROUGH SELF-INSTRUCTIONAL TRAINING IN STUDENTS WITH READING DISABILITIES
- DIRECTED SPELLING INSTRUCTION
- WORD PROCESSING WITH SPEECH SYNTHESIS AND WORD PREDICTION: EFFECTS ON THE DIALOGUE JOURNAL WRITING OF STUDENTS WITH LEARNING DISABILITIES
- LITERACY INSTRUCTION FOR MAINSTREAMED STUDENTS. WHAT SUGGESTIONS ARE PROVIDED IN BASAL READING SERIES?
- EFFECTS OF PEER-ASSISTED LEARNING STRATEGIES ON HIGH SCHOOL STUDENTS WITH SERIOUS READING PROBLEMS
- HANDWRITING AND SPELLING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES: A REVEW