CONTENT-SPECIFIC AND GENERAL READING DISABILITIES OF SECONDARY-LEVEL STUDENTS: IDENTIFICATION AND EDUCATIONAL RELEVANCE
محفوظ في:
ESPIN, C.A., DENO, S.L., CONTENT-SPECIFIC AND GENERAL READING DISABILITIES OF SECONDARY-LEVEL STUDENTS: IDENTIFICATION AND EDUCATIONAL RELEVANCE. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 27, no. 3 (1993), p. 321-337.
Ref.
35940
الموقع:
SIIS R.350
Palabras clave:
Detección, Educación especial, Educación secundaria, Enfermedades mentales, Problemas de aprendizaje, Problemas de lectura y escritura, Trastornos del lenguaje
Detección, Educación especial, Educación secundaria, Enfermedades mentales, Problemas de aprendizaje, Problemas de lectura y escritura, Trastornos del lenguaje
مواد مشابهة: CONTENT-SPECIFIC AND GENERAL READING DISABILITIES OF SECONDARY-LEVEL STUDENTS: IDENTIFICATION AND EDUCATIONAL RELEVANCE
- READING DISABLED STUDENTS' WORD RECOGNITION ABILITIES: AN ELEMENTARY AND SECONDARY PERSPECTIVE
- AN EXAMINATION OF THE READING PERFORMANCE OF STUDENTS WITH MILD EDUCATIONAL HANDICAPS OR LEARNING DISABILITIES
- THE IMPORTANCE OF BEING LITERATE: READING DEVELOPMENT IN PRIMARY SCHOOL AND ITS CONSEQUENCES FOR THE SCHOOL CAREER IN SECONDARY EDUCATION
- Effective spelling strategies for students with dyslexia in Hong Kong secondary schools
- READING RECOVERY: A SOLUTION TO ALL PRIMARY SCHOOL READING PROBLEMS?
- FACTORS ASSOCIATED WITH ARITHMETIC-AND-READING DISABILITY AND SPECIFIC ARITHMETIC DISABILITY