THE EFFECTS OF ADJUNCT QUESTIONS IN PROSE FOR DEAF AND HEARING STUDENTS AT DIFFERENT READING LEVELS
Furkejuvvon:
DOWALIBY, F.J., THE EFFECTS OF ADJUNCT QUESTIONS IN PROSE FOR DEAF AND HEARING STUDENTS AT DIFFERENT READING LEVELS. AMERICAN ANNALS OF THE DEAF, Vol. 137, no. 4 (1992), p. 338-344.
Ref.
33327
Sajádat:
SIIS R.622 Depósito (65) (80)
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad, Discapacidad auditiva, Sordera
Aprendizaje lectura y escritura, Discapacidad, Discapacidad auditiva, Sordera
Geahča maid: THE EFFECTS OF ADJUNCT QUESTIONS IN PROSE FOR DEAF AND HEARING STUDENTS AT DIFFERENT READING LEVELS
- ADJUNCT QUESTIONS IN PROSE: A QUESTION POSITION-BY-READING ABILITY INTERACTION
- ESSENTIAL PRACTICES AS ADULTS READ TO MEET THE NEEDS OF DEAF OR HARD OF HEARING STUDENTS
- Are deaf students' reading challenges really about reading?
- READING LEVELS OF SPANISH DEAF STUDENTS
- USING CLOSED-CAPTIONED TELEVISION IN THE TEACHING OF READING TO DEAF STUDENTS
- ENGAGEMENT DURING READING INSTRUCTION FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING IN PUBLIC SCHOOLS