PROMOTING STRATEGY GENERALIZATION THROUGH SELF-INSTRUCTIONAL TRAINING IN STUDENTS WITH READING DISABILITIES
Gardado en:
CHAN, L.K.S., PROMOTING STRATEGY GENERALIZATION THROUGH SELF-INSTRUCTIONAL TRAINING IN STUDENTS WITH READING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, Vol. 24, no. 7 (1991), p. 427-433.
Ref.
23182
Localización:
SIIS R.113 Depósito (8)
Palabras clave:
Discapacidad, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje, Problemas de lectura y escritura, Trastornos del lenguaje
Discapacidad, Método educativo, Necesidades educativas especiales, Problemas de aprendizaje, Problemas de lectura y escritura, Trastornos del lenguaje
Títulos similares: PROMOTING STRATEGY GENERALIZATION THROUGH SELF-INSTRUCTIONAL TRAINING IN STUDENTS WITH READING DISABILITIES
- READING COMPREHENSION INSTRUCTION: SUMMARIZATION AND SELF-MONITORING TRAINING FOR STUDENTS WITH LEARNING DISABILITIES
- PROMOTING SELF-CONTROL AND ACTIVE READING THROUGH DIALOGUES
- RESEARCH ON READING PROCESSES AND READING DISABILITIES: THE RELATIONSHIP TO READING INSTRUCTION
- THE EFFECTS OF GOAL SETTING AND SELF-INSTRUCTION ON LEARNING A READING COMPREHENSION STRATEGY: A STUDY OF STUDENTS WITH LEARNING DISABILITIES
- IMPROVING LEARNING DISABLED STUDENTS' SKILLS AT REVISING ESSAY PRODUCED ON A WORD PROCESSOR: SELF-INSTRUCTIONAL STRATEGY TRAINING
- USE OF METACOGNITIVE READING STRATEGIES BY GIFTED LEARNING DISABLED STUDENTS: AN EXPLORATORY STUDY