GENERALIZABILITY THEORY APPLIED TO READING ASSESSMENTS FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
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TINDAL, G., ET AL., GENERALIZABILITY THEORY APPLIED TO READING ASSESSMENTS FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES. JOURNAL OF SPECIAL EDUCATION, THE, Vol. 44, no. 1 (2010), p. 3-17.
Ref.
168517
Sted:
SIIS SIIS MADRID R.350 Archivo
Palabras clave:
Desarrollo cognitivo, Enfermedades mentales, Generalización, Lectura y escritura, Necesidades educativas especiales, Pedagogía
Desarrollo cognitivo, Enfermedades mentales, Generalización, Lectura y escritura, Necesidades educativas especiales, Pedagogía
Lignende værker: GENERALIZABILITY THEORY APPLIED TO READING ASSESSMENTS FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES
- ALTERNATE ASSESSMENTS IN READING AND MATH: DEVELOPMENT AND VALIDATION FOR STUDENTS WITH SIGNIFICANT DISABILITIES
- INCREASING READING FLUENCY IN ELEMENTARY STUDENTS WITH LOW VISION THROUGH REPEATED READINGS
- LA CONSTRUCCION DEL PROCESO LECTOESCRITOR
- LA COMPRENSION LECTORA
- DIFFERENCES IN COGNITIVE PROCESSES OF CHILDREN WITH READING DISABILITIES AND NORMAL READERS
- KNOWING, LEARNING, AND INSTRUCTION. ESSAYS IN HONOR OF ROBERT GLASER