COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES
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FARMER, M.E., ET AL., COMPUTER-ASSISTED READING: EFFECTS OF WHOLE-WORD FEEDBACK ON FLUENCY AND COMPREHENSION IN READERS WITH SEVERE DISABILITIES. REMEDIAL AND SPECIAL EDUCATION, Vol. 13, no. 2 (1992), p. 50-60.
Ref.
30251
Location:
SIIS R.515 Depósito (80)
Palabras clave:
Aprendizaje lectura y escritura, Discapacidad, Discapacidad intelectual, Educación especial, Método educativo, Ordenadores
Aprendizaje lectura y escritura, Discapacidad, Discapacidad intelectual, Educación especial, Método educativo, Ordenadores
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