MULTIMEANING WORDS AND READING COMPREHENSION: IMPLICATIONS FOR SPECIAL EDUCATION STUDENTS
Wedi'i Gadw mewn:
PAUL, P.V., O'ROURKE, J.P., MULTIMEANING WORDS AND READING COMPREHENSION: IMPLICATIONS FOR SPECIAL EDUCATION STUDENTS. REMEDIAL AND SPECIAL EDUCATION, Vol. 9, no. 3 (1988), p. 42-52.
Ref.
8105
Lleoliad:
SIIS R.515 Depósito (80)
Palabras clave:
Educación especial, Lectura y escritura, Método educativo
Educación especial, Lectura y escritura, Método educativo
Eitemau Tebyg: MULTIMEANING WORDS AND READING COMPREHENSION: IMPLICATIONS FOR SPECIAL EDUCATION STUDENTS
- COMPREHENSION OF HIGH-FREQUENCY MULTIMEANING WORDS BY STUDENTS WITH HEARING IMPAIRMENT
- THE TEACHING AND LEARNING OF MULTIMEANING WORDS WITHIN A METACOGNITIVELY BASED CURRICULUM
- COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES
- TRANSFER FROM WORD TRAINING TO READING IN CONTEXT: GAINS IN READING FLUENCY AND COMPREHENSION
- EFFECTS OF CORRECTIVE FEEDBACK ON WORD ACCURACY AND READING COMPREHENSION OF READERS WITH LEARNING DISABILITIES
- STRATEGY FADING AND PROGRESS FEEDBACK: EFFECTS ON SELF-EFFICACY AND COMPREHENSION AMONG STUDENTS RECEIVING REMEDIAL READING SERVICES