COMPARISON OF TWO METHODS OF TEACHING WORD-PROCESSING SKILLS TO PERSONS WITH MENTAL RETARDATION
Guardat en:
LIFSHITZ, H., COMPARISON OF TWO METHODS OF TEACHING WORD-PROCESSING SKILLS TO PERSONS WITH MENTAL RETARDATION. EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES, Vol. 34, no. 1 (1999), p. 90-98.
Ref.
78089
Localització:
SIIS R.404
Palabras clave:
Adultos, Aprendizaje, Comunicación, Discapacidad intelectual, Edad, Efectos, Estudio comparativo, Función mental, Lenguaje, Método educativo
Adultos, Aprendizaje, Comunicación, Discapacidad intelectual, Edad, Efectos, Estudio comparativo, Función mental, Lenguaje, Método educativo
Ítems similars: COMPARISON OF TWO METHODS OF TEACHING WORD-PROCESSING SKILLS TO PERSONS WITH MENTAL RETARDATION
- DISCOVERY AND EXPOSITORY METHODS IN TEACHING VISUAL CONSONANT AND WORD IDENTIFICATION
- ARBITRARY SYMBOL LEARNING BY ADULTS WITH SEVERE MENTAL RETARDATION: COMPARISON OF LEXIGRAMS AND PRINTED WORDS
- COMPARISON OF TWO METHODS FOR PROMOTING PRODUCTIVE VOCABULARY IN LATE TALKERS
- A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY IN TEACHING WORD IDENTIFICATION TO PERSONS WITH MODERATE RETARDATION
- A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY IN TEACHING WORD IDENTIFICATION TO PERSONS WITH MODERATE RETARDATION
- WORD-PROCESSING AND CHILDREN WITH SPECIFIC LEARNING DIFFICULTIES