AUDITORY FEEDBACK AND WRITING: LEARNING DISABLED AND NONDISABLED STUDENTS
Shranjeno v:
ESPIN, C.A., SINDELAR, P.T., AUDITORY FEEDBACK AND WRITING: LEARNING DISABLED AND NONDISABLED STUDENTS. EXCEPTIONAL CHILDREN, Vol. 55, no. 1 (1988), p. 4551.
Ref.
8405
Lokacija:
SIIS R.120
Palabras clave:
Enfermedades mentales, Lectura y escritura, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Enfermedades mentales, Lectura y escritura, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje
Podobne knjige/članki: AUDITORY FEEDBACK AND WRITING: LEARNING DISABLED AND NONDISABLED STUDENTS
- THE EFFECTS OF REVISION STRATEGY INSTRUCTION ON THE WRITING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES
- EFFECTS OF CORRECTIVE FEEDBACK ON WORD ACCURACY AND READING COMPREHENSION OF READERS WITH LEARNING DISABILITIES
- IMPROVING THE NARRATIVE WRITING OF STUDENTS WITH LEARNING DISABILITIES
- STRATEGY INSTRUCTION IN PLANNING: EFFECTS ON THE WRITING PERFORMANCE AND BEHAVIOR OF STUDENTS WITH LEARNING DIFFICULTIES
- FEEDBACK EFFECTS ON ORAL READING ERRORS OF CHILDREN WITH LEARNING DISABILITIES
- WORD PROCESSING WITH SPEECH SYNTHESIS AND WORD PREDICTION: EFFECTS ON THE DIALOGUE JOURNAL WRITING OF STUDENTS WITH LEARNING DISABILITIES