THE READING ACHIEVEMENTS OF A GROUP OF SEVERELY AND PROFOUNDLY HEARING-IMPAIRED SCHOOL LEAVERS EDUCATED WITHIN A NATURAL AURAL APPROACH
Saved in:
LEWIS, S., THE READING ACHIEVEMENTS OF A GROUP OF SEVERELY AND PROFOUNDLY HEARING-IMPAIRED SCHOOL LEAVERS EDUCATED WITHIN A NATURAL AURAL APPROACH. JOURNAL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF,THE, Vol. 20, no. 1 (1996), p. 1-7.
Ref.
47839
Location:
SIIS R.1069
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad, Discapacidad auditiva, Necesidades educativas especiales, Resultados
Aprendizaje lectura y escritura, Discapacidad, Discapacidad auditiva, Necesidades educativas especiales, Resultados
Similar Items: THE READING ACHIEVEMENTS OF A GROUP OF SEVERELY AND PROFOUNDLY HEARING-IMPAIRED SCHOOL LEAVERS EDUCATED WITHIN A NATURAL AURAL APPROACH
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- THE LANGUAGE-EXPERIENCE APPROACH TO FACILITATING READING AND WRITING FOR HEARING-IMPAIRED STUDENTS
- TIME ENGAGED IN READING. A CRITICAL FACTOR IN READING ACHIEVEMENT
- HEARING-IMPAIRED STUDENTS' PERFORMANCE ON TESTS OF VISUAL PROCESSING: RELATIONSHIP WITH READING PERFORMANCE
- ATTENTION DEFICIT AND READING ACHIEVEMENT
- ASSESSING THE BENEFITS OF PHONICS INTERVENTION ON HEARING-IMPAIRED CHILDREN`S WORD READING