READING DISABLED STUDENTS' WORD RECOGNITION ABILITIES: AN ELEMENTARY AND SECONDARY PERSPECTIVE
Tallennettuna:
LINDSEY, J.D., ET AL., READING DISABLED STUDENTS' WORD RECOGNITION ABILITIES: AN ELEMENTARY AND SECONDARY PERSPECTIVE. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, Vol. 3, no. 3 (1988), p. 139-146.
Ref.
9069
Sijainti:
SIIS R.753 Depósito (98)
Palabras clave:
Educación primaria, Educación secundaria, Evaluación, Necesidades educativas especiales, Problemas de lectura y escritura, Trastornos del lenguaje
Educación primaria, Educación secundaria, Evaluación, Necesidades educativas especiales, Problemas de lectura y escritura, Trastornos del lenguaje
Samankaltaisia teoksia: READING DISABLED STUDENTS' WORD RECOGNITION ABILITIES: AN ELEMENTARY AND SECONDARY PERSPECTIVE
- IMPROVING WORD RECOGNITION FOR CHILDREN WITH READING DIFFICULTIES
- CONTENT-SPECIFIC AND GENERAL READING DISABILITIES OF SECONDARY-LEVEL STUDENTS: IDENTIFICATION AND EDUCATIONAL RELEVANCE
- THE IMPORTANCE OF BEING LITERATE: READING DEVELOPMENT IN PRIMARY SCHOOL AND ITS CONSEQUENCES FOR THE SCHOOL CAREER IN SECONDARY EDUCATION
- A COMPARISON OF COMPONENTS IN WORD RECOGNITION BETWEEN DYSLEXIC AND NORMAL READERS
- Effects of multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading disabilities
- AN ANALYSIS OF LONG-TERM INSTRUCTIONAL PLANS IN READING FOR ELEMENTARY RESOURCE ROOM STUDENTS