EARLY PRESICTION OF READING ACHIEVEMENT: EXPLORING THE RELATIONSHIP OF COGNITIVE AND NONCOGNITIVE MEASURES TO INACCURATE CLASSIFICATIONS OF AT-RISK STATUS
Uloženo v:
MANTZICOPOULOS, P.Y., MORRISON, D., EARLY PRESICTION OF READING ACHIEVEMENT: EXPLORING THE RELATIONSHIP OF COGNITIVE AND NONCOGNITIVE MEASURES TO INACCURATE CLASSIFICATIONS OF AT-RISK STATUS. REMEDIAL AND SPECIAL EDUCATION, Vol. 15, no. 4 (1994), p. 244-251.
Ref.
38385
Umístění:
SIIS R.515
Palabras clave:
Aprendizaje lectura y escritura, Educación, Evaluación, Infancia, Necesidades educativas especiales, Predicción
Aprendizaje lectura y escritura, Educación, Evaluación, Infancia, Necesidades educativas especiales, Predicción
Podobné jednotky: EARLY PRESICTION OF READING ACHIEVEMENT: EXPLORING THE RELATIONSHIP OF COGNITIVE AND NONCOGNITIVE MEASURES TO INACCURATE CLASSIFICATIONS OF AT-RISK STATUS
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- AN EXPERIMENT ON COGNITIVE REMEDIATION OF WORD-READING DIFFICULTY
- THE ROLE OF EARLY READING SKILLS AND BEHAVIOURS IN THE PREVENTION OF, AND INTERVENTION IN, READING DIFFICULTIES
- RESEARCH ON READING PROCESSES AND READING DISABILITIES: THE RELATIONSHIP TO READING INSTRUCTION