EFFECTS OF INTEGRATED PICTURE MNEMONICS ON THE LETTER RECOGNITION AND LETTER-SOUND ACQUISITION OF TRANSITIONAL FIRST-GRADE STUDENTS WITH SPECIAL NEEDS
Guardat en:
FULK, B.M., ET AL., EFFECTS OF INTEGRATED PICTURE MNEMONICS ON THE LETTER RECOGNITION AND LETTER-SOUND ACQUISITION OF TRANSITIONAL FIRST-GRADE STUDENTS WITH SPECIAL NEEDS. LEARNING DISABILITY QUARTERLY, Vol. 20, no. 1 (1997), p. 33-42.
Ref.
57683
Localització:
SIIS R.1180
Palabras clave:
Aprendizaje, Actividades artísticas y socio culturales, Discapacidad, Discapacidad intelectual, Imagen, Lectura y escritura, Método educativo
Aprendizaje, Actividades artísticas y socio culturales, Discapacidad, Discapacidad intelectual, Imagen, Lectura y escritura, Método educativo
Ítems similars: EFFECTS OF INTEGRATED PICTURE MNEMONICS ON THE LETTER RECOGNITION AND LETTER-SOUND ACQUISITION OF TRANSITIONAL FIRST-GRADE STUDENTS WITH SPECIAL NEEDS
- ESTABLISHING LETTER-SOUND CORRESPONDENCES IN CHILDREN CLASSIFIED AS TRAINABLE MENTALLY RETARDED
- THE EFFECTIVENESS OF PICTURE-FADING TECHNIQUES IN A MULTIMEDIA LEARNING SYSTEM FOR TEACHING CHINESE WORD RECOGNITION TO STUDENTS WITH MULTIPLE DISABILITIES
- Project Re•Vision: disability at the edges of representation
- LETTER RECOGNITION BY ADULTS WITH MENTAL HANDICAPS: IMPROVING PERFORMANCE THROUGH DIFFERENTIAL OUTCOMES
- LETTER OF THE LAW
- PICTURES IN THE CLASSROOM: CAN TEACHERS AND MENTAL HEALTH PROFESSIONALS IDENTIFY MALTREATED CHILDREN`S DRAWINGS?