ACHIEVEMENT-RELATED PERCEPTIONS OF CHILDREN WITH LEARNING DISABILITIES AND NORMAL ACHIEVEMENT: GROUP AND DEVELOPMENTAL DIFFERENCES
Saved in:
BEAR, G.G., ACHIEVEMENT-RELATED PERCEPTIONS OF CHILDREN WITH LEARNING DISABILITIES AND NORMAL ACHIEVEMENT: GROUP AND DEVELOPMENTAL DIFFERENCES. JOURNAL OF LEARNING DISABILITIES, Vol. 31, no. 1 (1998), p. 91-104.
Ref.
65644
Location:
SIIS R.113
Palabras clave:
Actitudes profesores, Aprendizaje lectura y escritura, Discapacidad, Discapacidad intelectual, Resultados, Satisfacción
Actitudes profesores, Aprendizaje lectura y escritura, Discapacidad, Discapacidad intelectual, Resultados, Satisfacción
Similar Items: ACHIEVEMENT-RELATED PERCEPTIONS OF CHILDREN WITH LEARNING DISABILITIES AND NORMAL ACHIEVEMENT: GROUP AND DEVELOPMENTAL DIFFERENCES
- SPELLING RULE USAGE AMONG STUDENTS WITH LEARNING DISABILITIES AND NORMALLY ACHIEVING STUDENTS
- LEXICAL AND NONLEXICAL ROUTES: A COMPARISON BETWEEN NORMALLY ACHIEVING AND POOR READERS
- SPOKEN AND WRITTEN LANGUAGE RELATIONSHIPS IN LANGUAGE / LEARNING-IMPAIRED AND NORMALLY ACHIEVING SCHOOL-AGE CHILDREN
- THE READING ACHIEVEMENTS OF A GROUP OF SEVERELY AND PROFOUNDLY HEARING-IMPAIRED SCHOOL LEAVERS EDUCATED WITHIN A NATURAL AURAL APPROACH
- AUDITORY TEMPORAL ACUITY IN NORMALLY ACHIEVING AND LEARNING-DISABLED COLLEGE STUDENTS
- TOWARDS ACHIEVEMENT OF READING SKILL POTENTIAL THROUGH PEER TUTORING IN MAINSTREAMED 13-YEAR-OLDS