Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading
Saved in:
Herring, E., et al., Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading. Journal of Applied Research in Intellectual Disabilities, vol. 32, n. 5, 2019, p. 1138-1148.
Ref.
547751
Location:
CEDID Archivo (R.228)
Palabras clave:
Discapacidad intelectual, Discapacidad severa, Lectura y escritura, Programas informatizados, Aprendizaje, Habla, Intervención, Estudiantes, Infancia, Productos de apoyo, Fonología
Discapacidad intelectual, Discapacidad severa, Lectura y escritura, Programas informatizados, Aprendizaje, Habla, Intervención, Estudiantes, Infancia, Productos de apoyo, Fonología
Similar Items: Teaching early reading skills to children with severe intellectual disabilities using Headsprout Early Reading
- RESEARCH-BASED TECHNIQUES FOR TEACHING EARLY READING SKILLS TO STUDENTS WITH INTELLECTUAL DISABILITIES
- RESEARCH ON PHONOLOGICAL AWARENESS AND RELATED REMEDIATION: THE RELATIONSHIP TO READING INSTRUCTION
- THE ROLE OF EARLY READING SKILLS AND BEHAVIOURS IN THE PREVENTION OF, AND INTERVENTION IN, READING DIFFICULTIES
- PHONOLOGICAL AWARENESS AND ORAL READING SKILL IN CHILDREN WITH DOWN SYNDROME
- Using webquests to promote reading comprehension for students with learning disabilities
- THE DEVELOPMENT OF SPELLING KNOWLEDGE AND ITS ROLE IN READING ACQUISITION AND READING DISABILITY