Training phonological awareness with and without explicit attention to articulation.
about
IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation.Longitudinal Stability of Reading-Related Skills and their Prediction of Reading DevelopmentPhonological Spelling and Reading Deficits in Children with Spelling Disabilities.Dyslexia: nature and nurture.Improving language and literacy is a matter of time.Interventions aimed at improving reading success: an evidence-based approach.Response to varying amounts of time in reading intervention for students with low response to interventionAre Child Cognitive Characteristics Strong Predictors of Responses to Intervention? A Meta-Analysis.Response to Intervention with Older Students with Reading Difficulties.Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.Computer-assisted interventions targeting reading skills of children with reading disabilities - a longitudinal study.Computer-assisted remedial reading intervention for school beginners at risk for reading disability.Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder.Effects of three interventions on the reading skills of children with reading disabilities in grade 2.Proofreading using an assistive software homophone tool: compensatory and remedial effects on the literacy skills of students with reading difficulties.Test of the definition of learning disability based on the difference between IQ and achievement.Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.How Psychological Science Informs the Teaching of Reading.Remedial Interventions for Children with Reading Disabilities
P2860
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P2860
Training phonological awareness with and without explicit attention to articulation.
description
1999 nî lūn-bûn
@nan
1999年の論文
@ja
1999年学术文章
@wuu
1999年学术文章
@zh
1999年学术文章
@zh-cn
1999年学术文章
@zh-hans
1999年学术文章
@zh-my
1999年学术文章
@zh-sg
1999年學術文章
@yue
1999年學術文章
@zh-hant
name
Training phonological awareness with and without explicit attention to articulation.
@en
Training phonological awareness with and without explicit attention to articulation.
@nl
type
label
Training phonological awareness with and without explicit attention to articulation.
@en
Training phonological awareness with and without explicit attention to articulation.
@nl
prefLabel
Training phonological awareness with and without explicit attention to articulation.
@en
Training phonological awareness with and without explicit attention to articulation.
@nl
P2093
P356
P1476
Training phonological awareness with and without explicit attention to articulation.
@en
P2093
P304
P356
10.1006/JECP.1999.2490
P577
1999-04-01T00:00:00Z