THE EFFECTIVENESS OF A MULTISENSORY ALPHABETIC PHONETIC APPROACH WITH COLLEGE STUDENTS WHO ARE LEARNING DISABLED
Saved in:
GUYER, B.P., SABATINO, D., THE EFFECTIVENESS OF A MULTISENSORY ALPHABETIC PHONETIC APPROACH WITH COLLEGE STUDENTS WHO ARE LEARNING DISABLED. JOURNAL OF LEARNING DISABILITIES, Vol. 22, no. 7 (1989), p. 430-434.
Ref.
13404
Location:
SIIS R.113 Depósito (8)
Palabras clave:
Adolescentes, Educación secundaria, Enfermedades mentales, Evaluación educativa, Método educativo, Métodos de evaluación, Problemas de aprendizaje
Adolescentes, Educación secundaria, Enfermedades mentales, Evaluación educativa, Método educativo, Métodos de evaluación, Problemas de aprendizaje
Similar Items: THE EFFECTIVENESS OF A MULTISENSORY ALPHABETIC PHONETIC APPROACH WITH COLLEGE STUDENTS WHO ARE LEARNING DISABLED
- PHONEMES, PHONETICS, AND PHONOGRAMS. ADVANCED LANGUAGE STRUCTURES FOR STUDENTS WITH LEARNING DISABILITIES
- A COMPARISON OF WAIS-R PROFILES OF NONDISABLED COLLEGE FRESHMEN AND COLLEGE STUDENTS WITH LEARNING DISABILITIES
- STUDENTS WITH LEARNING DISABILITIES IN COLLEGE: THE NEED FOR A PROGRAMMATIC APPROACH TO CRITICAL TRANSITIONS
- THE EFFECTIVENESS OF CROSS-AGE TUTORING WITH TRUANT, JUNIOR HIGH SCHOLL STUDENTS WITH LEARNING DISABILITIES
- PHONETIC CODING AND READING IN COLLEGE STUDENTS WITH AND WITHOUT LEARNING DISABILITIES
- SCIENCE INSTRUCTION AT THE SECONDARY LEVEL: IMPLICATIONS FOR STUDENTS WITH LEARNING DISABILITIES