SPOKEN AND WRITTEN LANGUAGE RELATIONSHIPS IN LANGUAGE / LEARNING-IMPAIRED AND NORMALLY ACHIEVING SCHOOL-AGE CHILDREN
Guardat en:
GILLAM, R.B., JOHNSTON, J.R., SPOKEN AND WRITTEN LANGUAGE RELATIONSHIPS IN LANGUAGE / LEARNING-IMPAIRED AND NORMALLY ACHIEVING SCHOOL-AGE CHILDREN. JOURNAL OF SPEECH AND HEARING RESEARCH, Vol. 35, no. 6 (1992), p. 1303-1315.
Ref.
32075
Localització:
SIIS R.925
Palabras clave:
Discapacidad del lenguaje, Estudiantes, Estudio comparativo, Habla, Lectura y escritura, Necesidades educativas especiales, Problemas de aprendizaje, Resultados, Trastornos del lenguaje
Discapacidad del lenguaje, Estudiantes, Estudio comparativo, Habla, Lectura y escritura, Necesidades educativas especiales, Problemas de aprendizaje, Resultados, Trastornos del lenguaje
Ítems similars: SPOKEN AND WRITTEN LANGUAGE RELATIONSHIPS IN LANGUAGE / LEARNING-IMPAIRED AND NORMALLY ACHIEVING SCHOOL-AGE CHILDREN
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- THE EFFECTS OF TYPED AND SPOKEN MODALITY COMBINATIONS ON THE LANGUAGE PERFORMANCE OF ADULTS WITH AUTISM
- Oral language and narrative skills in children with specific language impairment with and without literary delay: A three-year longitudinal study
- DYSLEXIA AND DYSGRAPHIA: MORE THAN WRITTEN LANGUAGE DIFFICULTIES IN COMMON
- THE RELATIONSHIP BETWEEN SPEECH-LANGUAGE IMPAIRMENTS AND READING DISABILITIES
- PREDICTING SPOKEN LANGUAGE LEVEL IN CHILDREN WITH AUTISM SPECTRUM DISORDERS