A META-ANALYSIS AND REVIEW OF SIGHT WORD RESEARCH AND ITS IMPLICATIONS FOR TEACHING FUNCTIONAL READING TO INDIVIDUALS WITH MODERATE AND SEVERE DISABILITIES
I tiakina i:
BROWDER, D.M., XIN, Y.P., A META-ANALYSIS AND REVIEW OF SIGHT WORD RESEARCH AND ITS IMPLICATIONS FOR TEACHING FUNCTIONAL READING TO INDIVIDUALS WITH MODERATE AND SEVERE DISABILITIES. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 32, no. 3 (1998), p. 130-153.
Ref.
76853
Tauwāhi:
SIIS R.350
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad intelectual, Discapacidad profunda, Discapacidad severa, Literatura científica, Método educativo, EE.UU.
Aprendizaje lectura y escritura, Discapacidad intelectual, Discapacidad profunda, Discapacidad severa, Literatura científica, Método educativo, EE.UU.
Ngā tūemi rite: A META-ANALYSIS AND REVIEW OF SIGHT WORD RESEARCH AND ITS IMPLICATIONS FOR TEACHING FUNCTIONAL READING TO INDIVIDUALS WITH MODERATE AND SEVERE DISABILITIES
- COMPARISON OF CONSTANT TIME DELAY AND THE SYSTEM OF LEAST PROMPTS IN TEACHING SIGHT WORD READING TO STUDENTS WITH MODERATE RETARDATION
- USE OF CHORAL AND INDIVIDUAL ATTENTIONAL RESPONSES WITH CONSTANT TIME DELAY WHEN TEACHING SIGHT WORD READING
- EXPERIENCES OF CLASSROOM TEACHERS INTEGRATING STUDENTS WITH MODERATE AND SEVERE DISABILITIES
- USING TIME DELAY TO TEACH LITERACY TO STUDENTS WITH SEVERE DEVELOPMENTAL DISABILITIES
- THE USE OF DELAY TO TEACH SIGHT WORDS BY PEER TUTORS CLASSIFIED AS MODERATELY MENTALLY RETARDED
- UTILIZING SIGHT WORDS IN SELF-INSTRUCTION TRAINING FOR EMPLOYEES WITH MODERATE MENTAL RETARDATION IN COMPETITIVE JOBS