EARLY LITERACY AND CHILDREN WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENT: A REVIEW
Uloženo v:
MCCARTNEY, E., EARLY LITERACY AND CHILDREN WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENT: A REVIEW. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 9, no. 2 (1994), p. 200-214.
Ref.
41493
Umístění:
SIIS SIIS Madrid R.753
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad, Discapacidad del lenguaje, Discapacidad física y orgánica, Habla, Lectura y escritura, Necesidades educativas especiales, Trastornos del lenguaje
Aprendizaje lectura y escritura, Discapacidad, Discapacidad del lenguaje, Discapacidad física y orgánica, Habla, Lectura y escritura, Necesidades educativas especiales, Trastornos del lenguaje
Podobné jednotky: EARLY LITERACY AND CHILDREN WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENT: A REVIEW
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- EFFECTIVENESS OF EARLY PHONOLOGICAL AWARENESS INTERVENTIONS FOR STUDENTS WITH SPEECH OR LANGUAGE IMPAIRMENTS
- TEACHING STUDENTS WITH SEVERE SPEECH AND PHYSICAL IMPAIRMENTS A DECODING STRATEGY USING INTERNAL SPEECH AND MOTORIC INDICATORS
- EARLY SPEECH AND LANGUAGE IMPAIRED CHILDREN. LINGUISTIC, LITERACY, AND SOCIAL OUTCOMES
- LITERACY AND DEAFNESS: THE CHALLENGE CONTINUES
- THE RELATIONSHIP BETWEEN SPEECH-LANGUAGE IMPAIRMENTS AND READING DISABILITIES