THE EFFECTS OF GOAL SETTING AND SELF-INSTRUCTION ON LEARNING A READING COMPREHENSION STRATEGY: A STUDY OF STUDENTS WITH LEARNING DISABILITIES
Kaydedildi:
JOHNSON, L., ET AL., THE EFFECTS OF GOAL SETTING AND SELF-INSTRUCTION ON LEARNING A READING COMPREHENSION STRATEGY: A STUDY OF STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, Vol. 30, no. 1 (1997), p. 80-91.
Ref.
57849
Yer:
SIIS R.113
Palabras clave:
Discapacidad, Efectos, Enfermedades mentales, Lectura y escritura, Método educativo, Metodología, Problemas de aprendizaje
Discapacidad, Efectos, Enfermedades mentales, Lectura y escritura, Método educativo, Metodología, Problemas de aprendizaje
Benzer Materyaller: THE EFFECTS OF GOAL SETTING AND SELF-INSTRUCTION ON LEARNING A READING COMPREHENSION STRATEGY: A STUDY OF STUDENTS WITH LEARNING DISABILITIES
- FACILITATING READING COMPREHENSION IN LEARNING DISABLED STUDENTS: METACOGNITIVE GOALS AND INSTRUCTIONAL STRATEGIES
- READING COMPREHENSION INSTRUCTION: SUMMARIZATION AND SELF-MONITORING TRAINING FOR STUDENTS WITH LEARNING DISABILITIES
- THE EFFECTS OF AN INTERACTIVE INSTRUCTIONAL STRATEGY FOR ENHANCING READING COMPREHENSION AND CONTENT AREA LEARNING FOR STUDENTS WITH LEARNING DISABILITIES
- READING COMPREHENSION OF EXPOSITORY SCIENCE MATERIAL AND STUDENTS WITH LEARNING DISABILITIES: A COMPARISON OF STRATEGIES
- THE EFFECTS OF SUMMARIZATION INSTRUCTION ON TEXT COMPREHENSION OF STUDENTS WITH LEARNING DISABILITIES
- DIRECT INSTRUCTION IN READING COMPREHENSION. EN: EFFECTIVE INSTRUCTIONAL STRATEGIES. FOR EXCEPTIONAL CHILDREN.