Titlebook: Dyslexia: From Theory to Intervention; Torleiv Høien,Ingvar Lundberg Book 2000 Springer Science+Business Media Dordrecht 2000 English.Euro

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书目名称Dyslexia: From Theory to Intervention影响因子(影响力)学科排名




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书目名称Dyslexia: From Theory to Intervention网络公开度学科排名




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书目名称Dyslexia: From Theory to Intervention被引频次学科排名




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书目名称Dyslexia: From Theory to Intervention读者反馈学科排名

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Robyn Klingler-Vidra,Yu Ching Kuo the hallmark of the skilled reader. Freed from the task of having to figure out which words are on the page before him, the skilled reader can devote his mental resources to comprehending what they mean (Wimmer, Mayringer og Landerl, 1998).

aspersion

ok at knowledge, we have also seen a change in how pupils are regarded. The pupil is considered to be an active co-producer of meaning, and not a passive recipient of the teacher’s organized signals. The pupil and the teacher have a communicative relationship to each other characterized by mutuality and respect.

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Remediation,en you are supposed to turn the page. Some have found computer-based synthetic ‘voices’ that pronounce hard words a big help. Other measures to reduce the effort needed could include improving the visual, typographic, and linguistic design of the text. Informative illustrations may also be important.

裁决

0927-0116 ns remain, we nonetheless do know a great deal aboutthe causes and nature of the condition, and how teachers should treatit. This book, by two of Europe‘s leading experts, gathers together avast amount of recent international research on the causes andremediation of dyslexia, and presents a cognitiv

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Book 2000 we nonetheless do know a great deal aboutthe causes and nature of the condition, and how teachers should treatit. This book, by two of Europe‘s leading experts, gathers together avast amount of recent international research on the causes andremediation of dyslexia, and presents a cognitive model of

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Spelling Difficulty: A Major Symptom of Dyslexia, of the work has focused on the spelling errors young writers make, in order to gain insight into the underlying causal factors of the poor spelling. Most commonly, researchers have looked at how well writers spell words in isolation, that is, when the words are dictated in a test, not in the pupils’ own written work (Boder, 1973; Gjessing, 1977).