THE EFFECTIVENESS OF ONE-TO-ONE TUTORING BY COMMUNITY TUTORS FOR AT-RISK BEGINNING READERS
Enregistré dans:
VADASY, P.F., ET AL., THE EFFECTIVENESS OF ONE-TO-ONE TUTORING BY COMMUNITY TUTORS FOR AT-RISK BEGINNING READERS. LEARNING DISABILITY QUARTERLY, Vol. 20, no. 2 (1997), p. 126-139.
Ref.
65308
Localisation:
SIIS R.1180
Palabras clave:
Discapacidad, Discapacidad intelectual, Estudio comparativo, Infancia, Logopedia, Método educativo, Prevención, Problemas de aprendizaje, Problemas de lectura y escritura, Resultados, Trastornos del lenguaje
Discapacidad, Discapacidad intelectual, Estudio comparativo, Infancia, Logopedia, Método educativo, Prevención, Problemas de aprendizaje, Problemas de lectura y escritura, Resultados, Trastornos del lenguaje
Documents similaires: THE EFFECTIVENESS OF ONE-TO-ONE TUTORING BY COMMUNITY TUTORS FOR AT-RISK BEGINNING READERS
- EFFECTS OF TUTORING IN PHONOLOGICAL AND EARLY READING SKILLS ON STUDENTS AT RISK FOR READING DISABILITIES
- THE RIGHT TO READ.TUTOR'S HANDBOOK
- A TRIAL OF PIRACETAM IN TWO SUBGROUPS OF STUDENTS WITH DYSLEXIA ENROLLED IN SUMMER TUTORING
- USING CLASSWIDE PEER TUTORING TO TEACH BEGINNING ALGEBRA PROBLEM-SOLVING SKILLS IN HETEROGENEOUS CLASSROOMS
- PARENT-TUTORED CUED SPELLING
- BIMODAL READING: BENEFITS OF A TALKING COMPUTER FOR AVERAGE AND LESS SKILLED READERS