THE LONG-TERM SIGNIFICANCE OF TEACHER-RATED HYPERACTIVITY AND READING ABILITY IN CHILDHOOD: FINDINGS FROM TWO LONGITUDINAL STUDIES

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Bibliographic Details
Main Author:	MCGEE, R.
Other Authors:	ET AL
Format:	Journal Article
Language:	English
Subjects:	Efectos Enfermedades mentales Fracaso escolar Hiperactividad Infancia Predicción Problemas de conducta Problemas de lectura y escritura Trastornos de atención Trastornos del lenguaje Menores Documental
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