STRATEGY FADING AND PROGRESS FEEDBACK: EFFECTS ON SELF-EFFICACY AND COMPREHENSION AMONG STUDENTS RECEIVING REMEDIAL READING SERVICES
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SCHUNK, D.H., RICE, J.M., STRATEGY FADING AND PROGRESS FEEDBACK: EFFECTS ON SELF-EFFICACY AND COMPREHENSION AMONG STUDENTS RECEIVING REMEDIAL READING SERVICES. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 27, no. 3 (1993), p. 257-276.
Ref.
35938
Location:
SIIS R.350
Palabras clave:
Educación especial, Efectos, Método educativo, Problemas de lectura y escritura, Trastornos del lenguaje
Educación especial, Efectos, Método educativo, Problemas de lectura y escritura, Trastornos del lenguaje