AN EQUIVALENCE MODEL FOR VOCABULARY ACQUISITION IN PRO- FOUNDLY HEARING-IMPAIRED CHILDREN
محفوظ في:
HOLLIS, J.H., AN EQUIVALENCE MODEL FOR VOCABULARY ACQUISITION IN PRO- FOUNDLY HEARING-IMPAIRED CHILDREN. ANALYSIS AND INTERVENTION IN DEVELOPMENTAL DISABILITIES, Vol. 6, no. 4 (1986), p. 331-348.
Ref.
3925
الموقع:
SIIS R.604 Depósito (63) Archivo
Palabras clave:
Discapacidad, Discapacidad auditiva, Educación especial, Lectura y escritura, Necesidades educativas especiales
Discapacidad, Discapacidad auditiva, Educación especial, Lectura y escritura, Necesidades educativas especiales
مواد مشابهة: AN EQUIVALENCE MODEL FOR VOCABULARY ACQUISITION IN PRO- FOUNDLY HEARING-IMPAIRED CHILDREN
- Multimedia storybooks: supporting vocabulary for students who are deaf/hard-of-hearing
- ISOLATED SIGN VOCABULARY ACQUISITION BY HEARING ADULTS: CAI VS. VIDEOTAPED PRESENTATION
- Promoting vocabulary learning in young children who are d/Deaf and hard of hearing: Translating research into practice
- THE LANGUAGE-EXPERIENCE APPROACH TO FACILITATING READING AND WRITING FOR HEARING-IMPAIRED STUDENTS
- THE READING ACHIEVEMENTS OF A GROUP OF SEVERELY AND PROFOUNDLY HEARING-IMPAIRED SCHOOL LEAVERS EDUCATED WITHIN A NATURAL AURAL APPROACH
- ACQUISITION OF SPOKEN AND SIGNED ENGLISH BY HEARING-IMPAIRED CHILDREN OF HEARING-IMPAIRED OR HEARING PARENTS