STORY GRAMMAR: EFFECTIVE LITERATURE INSTRUCTION FOR HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES
Saved in:
GURNEY, D., ET AL., STORY GRAMMAR: EFFECTIVE LITERATURE INSTRUCTION FOR HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, Vol. 23, no. 6 (1990), p. 335-342.
Ref.
18486
Location:
SIIS R.113 Depósito (8)
Palabras clave:
Enfermedades mentales, Lectura y escritura, Literatura, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Enfermedades mentales, Lectura y escritura, Literatura, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Similar Items: STORY GRAMMAR: EFFECTIVE LITERATURE INSTRUCTION FOR HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES
- READING AND WRITING WITH HELP FROM STORY GRAMMAR
- STORY GRAMMAR AND COMPREHENSION AND PRODUCTION OF NARRATIVE PROSE BY STUDENTS WITH LEARNING DISABILITIES
- STRATEGY INSTRUCTION IN PLANNING: EFFECTS ON THE WRITING PERFORMANCE AND BEHAVIOR OF STUDENTS WITH LEARNING DIFFICULTIES
- Effects of an adapted story grammar intervention on the listening comprehension of children with autism
- ADVANCED STORY MAP INSTRUCTION: EFFECTS ON THE EADING COMPREHENSION OF STUDENTS WITH LEARNING DISABILITIES
- IMPROVING THE READING COMPREHENSION OF CHILDREN WITH DYSPHONETIC AND DYSEIDETIC DYSLEXIA USING STORY GRAMMAR