THE USE OF SIMULTANEOUS PROMPTING FOR TEACHING EXPRESSIVE WORD RECOGNITION TO PRESCHOOL CHILDREN
Guardado en:
GIBSON, A.N., SCHUSTER, J.W., THE USE OF SIMULTANEOUS PROMPTING FOR TEACHING EXPRESSIVE WORD RECOGNITION TO PRESCHOOL CHILDREN. TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION, Vol. 12, no. 2 (1992), p. 247-267.
Ref.
27191
Localización:
SIIS R.545
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad, Discapacidad física y orgánica, Discapacidad severa, Educación infantil, Estudio descriptivo, Infancia, Método educativo
Aprendizaje lectura y escritura, Discapacidad, Discapacidad física y orgánica, Discapacidad severa, Educación infantil, Estudio descriptivo, Infancia, Método educativo
Ejemplares similares: THE USE OF SIMULTANEOUS PROMPTING FOR TEACHING EXPRESSIVE WORD RECOGNITION TO PRESCHOOL CHILDREN
- A COMPARISON OF ANTECEDENT PROMPT AND TEST AND SIMULTANEOUS PROMPTING PROCEDURES IN TEACHING GROCERY WORDS TO ADOLESCENTS WITH MENTAL RETARDATION
- COMPARISON OF CONSTANT TIME DELAY AND THE SYSTEM OF LEAST PROMPTS IN TEACHING SIGHT WORD READING TO STUDENTS WITH MODERATE RETARDATION
- TEACHING WORD RECOGNITION WITH BLENDING AND ANALOGIZING. TWO STRATEGIES ARE BETTER THAN ONE
- EXPLAINING INDIVIDUAL DIFFERENCES IN READING: ON THE ORTHOGRAPHIC COMPONENT OF WORD RECOGNITION
- ASSESSING THE ACQUISITION OF INCIDENTAL INFORMATION BY SECONDARY-AGE STUDENTS WITH MENTAL RETARDATION: COMPARISON OF RESPONSE PROMPTING STRATEGIES
- THE EFFECTIVENESS OF PICTURE-FADING TECHNIQUES IN A MULTIMEDIA LEARNING SYSTEM FOR TEACHING CHINESE WORD RECOGNITION TO STUDENTS WITH MULTIPLE DISABILITIES