RELATIONS AMONG SUSTAINED ATTENTION, READING PERFORMANCE, AND TEACHER'S RATINGS OF BEHAVIOR PROBLEMS
Saved in:
LAM, C.M., BEALE, I.L., RELATIONS AMONG SUSTAINED ATTENTION, READING PERFORMANCE, AND TEACHER'S RATINGS OF BEHAVIOR PROBLEMS. REMEDIAL AND SPECIAL EDUCATION, Vol. 12, no. 2 (1991), p. 40-47.
Ref.
21295
Location:
SIIS R.515 Depósito (80)
Palabras clave:
Conducta, Educación primaria, Estudio comparativo, Hiperactividad, Infancia, Lectura y escritura, Personalidad, Recomendaciones, Trastornos de atención
Conducta, Educación primaria, Estudio comparativo, Hiperactividad, Infancia, Lectura y escritura, Personalidad, Recomendaciones, Trastornos de atención
Similar Items: RELATIONS AMONG SUSTAINED ATTENTION, READING PERFORMANCE, AND TEACHER'S RATINGS OF BEHAVIOR PROBLEMS
- SUSTAINED ATTENTION IN NORMAL AND IN READING DISABLED YOUNGSTERS WITH AND WITHOUT ADDH
- READING, SPELLING, AND VIGILANCE IN ATTENTION DEFICIT AND CONDUCT DISORDER
- READING RECOVERY: A SOLUTION TO ALL PRIMARY SCHOOL READING PROBLEMS?
- HEART RATE VARIABILITY AND SUSTAINED ATTENTION IN ADHD CHILDREN
- VISUAL AND AUDITORY ATTENTION PERFORMANCE IN HYPERACTIVE CHILDREN: COMPETENCE OR COMPLIANCE
- THE LONG-TERM SIGNIFICANCE OF TEACHER-RATED HYPERACTIVITY AND READING ABILITY IN CHILDHOOD: FINDINGS FROM TWO LONGITUDINAL STUDIES