Titlebook: Educational Alternatives for Students with Learning Disabilities; Susan A. Vogel Book 1992 Springer-Verlag New York, Inc. 1992 At-Risk Stu

正面

https://doi.org/10.1007/978-3-030-36146-4tics specifically for dyslexic junior high and high school students. Interest in mathematical cognition is not new in the field of psychology, but very little has been written concerning mathematical processing in educational research. Ginsberg (1983) noted that even in psychology there was a lapse

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Linguistic Transitions in Children and Adolescents with Language Learning Disabilities: Characteristage development reach a level of language competence close to that of adults between the ages of 11 and 13 years. We recognize immediately that some of the acquired language competence is lost when an adult suffers a left-hemisphere stroke with resulting aphasia. We recognize that language competenc

意外

Beginning Reading Instruction for Reading Disabled and At-Risk Studentse the fact that the former term is meant to connote a broader range of learning deficits (e.g., math, handwriting, or attentional problems). Moreover, the diagnosis of a learning disability is usually the direct result of a student’s failure to respond to the school’s reading curriculum. Whether the

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Effective Interventions: Using Both Hemispheres in Mathtics specifically for dyslexic junior high and high school students. Interest in mathematical cognition is not new in the field of psychology, but very little has been written concerning mathematical processing in educational research. Ginsberg (1983) noted that even in psychology there was a lapse

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In the Spirit of Strategies Instruction: Cognitive and Metacognitive Aspects of the Strategies Interom settings of teachers. Publishers have begun to produce strategy-labeled materials, and sessions on strategy-related interventions have become common at many professional conferences related to education and learning. However, the translation between research and practice has often been a poor one