EFFECTS OF DIRECT INSTRUCTION IN SPANISH PHONOLOGY ON THE NATIVE-LANGUAGE SKILLS AND FOREIGN-LANGUAGE APATITUDE OF AT-RISK FOREIGN-LANGUAGE LEARNERS
Sábháilte in:
GANSCHOW, L., SPARKS, R., EFFECTS OF DIRECT INSTRUCTION IN SPANISH PHONOLOGY ON THE NATIVE-LANGUAGE SKILLS AND FOREIGN-LANGUAGE APATITUDE OF AT-RISK FOREIGN-LANGUAGE LEARNERS. JOURNAL OF LEARNING DISABILITIES, Vol. 28, no. 2 (1995), p. 107-120.
Ref.
49941
Suíomh:
SIIS R.113
Palabras clave:
Discapacidad del lenguaje, Fonología, Método educativo, Problemas de lectura y escritura, Trastornos del lenguaje, Trastornos del lenguaje
Discapacidad del lenguaje, Fonología, Método educativo, Problemas de lectura y escritura, Trastornos del lenguaje, Trastornos del lenguaje
Míreanna comhchosúla: EFFECTS OF DIRECT INSTRUCTION IN SPANISH PHONOLOGY ON THE NATIVE-LANGUAGE SKILLS AND FOREIGN-LANGUAGE APATITUDE OF AT-RISK FOREIGN-LANGUAGE LEARNERS
- IDENTIFYING NATIVE LANGUAGE DIFFICULTIES AMONG FOREIGN LANGUAGE LEARNERS IN COLLEGE: A "FOREIGN" LANGUAGE LEARNING DISABILITY?
- EFFECTIVENESS OF EARLY PHONOLOGICAL AWARENESS INTERVENTIONS FOR STUDENTS WITH SPEECH OR LANGUAGE IMPAIRMENTS
- PHONOLOGICAL SKILLS OF CHILDREN WITH SPECIFIC EXPRESSIVE LANGUAGE IMPAIRMENT (SLI-E): OUTCOME AT AGE 3
- CREATING SUCCESS FOR STUDENTS WITH LEARNING DISABILITIES IN POSTSECONDARY FOREIGN LANGUAGE COURSES
- PEER-DIRECTED COMMUNICATIVE INTERACTIONS OF AUGMENTED LANGUAGE LEARNERS WITH MENTAL RETARDATION
- FOREIGN LANGUAGES FOR ALL