COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES
I tiakina i:
FARMER, M.E., ET AL., COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES. REMEDIAL AND SPECIAL EDUCATION, Vol. 13, no. 2 (1992), p. 50-60.
Ref.
30251
Tauwāhi:
SIIS R.515 Depósito (80)
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad, Discapacidad intelectual, Educación especial, Método educativo, Ordenadores
Aprendizaje lectura y escritura, Discapacidad, Discapacidad intelectual, Educación especial, Método educativo, Ordenadores
Ngā tūemi rite: COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES
- EFFECTS OF CORRECTIVE FEEDBACK ON WORD ACCURACY AND READING COMPREHENSION OF READERS WITH LEARNING DISABILITIES
- TRANSFER FROM WORD TRAINING TO READING IN CONTEXT: GAINS IN READING FLUENCY AND COMPREHENSION
- THE USE OF SPEECH IN COMPUTER-ASSISTED-LEARNING PROGRAMS FOR BEGINNING READERS
- EFFECTS OF REPEATED READINGS, ERROR CVORRECTION, AND PERFORMANCE FEEDBACK ON THE FLUENCY AND COMPREHENSION OF MIDDLE SCHOOL STUDENTS WITH BEHAVIOR PROBLEMS
- COMPUTER-GENERATED SPEECH-FEEDBACK AS SUPPORT FOR READING INSTRUCTION
- THEORY AND PRACTICE: USES OF THE COMPUTER IN READING