THE EFFECTS OF AN INTERACTIVE INSTRUCTIONAL STRATEGY FOR ENHANCING READING COMPREHENSION AND CONTENT AREA LEARNING FOR STUDENTS WITH LEARNING DISABILITIES
Bewaard in:
BOS, C.S., ET AL., THE EFFECTS OF AN INTERACTIVE INSTRUCTIONAL STRATEGY FOR ENHANCING READING COMPREHENSION AND CONTENT AREA LEARNING FOR STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, Vol. 22, no. 6 (1989), p. 384-390.
Ref.
15534
Plaats:
SIIS R.113 Depósito (8)
Palabras clave:
Enfermedades mentales, Lectura y escritura, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Enfermedades mentales, Lectura y escritura, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Gelijkaardige items: THE EFFECTS OF AN INTERACTIVE INSTRUCTIONAL STRATEGY FOR ENHANCING READING COMPREHENSION AND CONTENT AREA LEARNING FOR STUDENTS WITH LEARNING DISABILITIES
- READING COMPREHENSION INSTRUCTION: SUMMARIZATION AND SELF-MONITORING TRAINING FOR STUDENTS WITH LEARNING DISABILITIES
- FACILITATING READING COMPREHENSION IN LEARNING DISABLED STUDENTS: METACOGNITIVE GOALS AND INSTRUCTIONAL STRATEGIES
- THE EFFECTS OF GOAL SETTING AND SELF-INSTRUCTION ON LEARNING A READING COMPREHENSION STRATEGY: A STUDY OF STUDENTS WITH LEARNING DISABILITIES
- IS ATRIBUTION RETRAINING NECESSARY? USE OF SELF-REGULATION PROCEDURES FOR ENHANCING THE READING COMPREHENSION STRATEGIES OF CHILDREN 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