LONGITUDINAL CORRELATES AND OUTCOMES OF INITIAL READING PROGRESS FOR A SAMPLE OF BELFAST BOYS
Saved in:
WHYTE, J., LONGITUDINAL CORRELATES AND OUTCOMES OF INITIAL READING PROGRESS FOR A SAMPLE OF BELFAST BOYS. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, Vol. 8, no. 3 (1993), p. 325-340.
Ref.
36116
Location:
SIIS R.728
Palabras clave:
Estudio longitudinal, Evaluación, Experiencias, Intervención, Problemas de lectura y escritura, Trastornos del lenguaje, Irlanda
Estudio longitudinal, Evaluación, Experiencias, Intervención, Problemas de lectura y escritura, Trastornos del lenguaje, Irlanda
Similar Items: LONGITUDINAL CORRELATES AND OUTCOMES OF INITIAL READING PROGRESS FOR A SAMPLE OF BELFAST BOYS
- THE RELATIONSHIP BETWEEN SPECIFIC READING RETARDATION, GENERAL READING BACKWARDNESS AND BEHAVIOURAL PROBLEMS IN A LARGE SAMPLE OF DUNEDIN BOYS:A LONGITUDINAL STUDY FROM FIVE TO ELEVEN YEARS
- AWARENESS OF LANGUAGE IN CHILDREN WHO HAVE READING DIFFICULTIES: HISTORICAL COMPARISONS IN A LONGITUDINAL STUDY
- LONGITUDINAL STUDIES OF PHONOLOGICAL PROCESSING AND READING
- WRITING DISORDERS AND THEIR RELATIONSHIP TO READING-WRITING METHODS: A LONGITUDINAL STUDY
- THE IMPACT OF EARLY METALINGUISTIC COMPETENCIES AND MEMORY CAPACITY ON READING AND SPELLING IN ELEMENTARY SCHOOL: RESULTS OF THE MUNICH LONGITUDINAL STUDY ON THE GENESIS OF INDIVIDUAL COMPETENCIES (LOGIC)
- BOYS WITH READING DISABILITIES AND/OR ADHD: DISTINCTIONS IN EARLY CHILDHOOD