Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early Adolescence

Ítems similars

• Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students With Persisting Dysgraphia or Dyslexia
  per: Beers, Scott F., et al.
  Publicat: (2018)
• Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early Adolescence
  per: Robert Abbott*, et al.
  Publicat: (2017-06-01)
• Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early Adolescence
  per: Abbott, Robert, et al.
  Publicat: (2017)
• Computerized Instruction in Translation Strategies for Students in Upper Elementary and Middle School Grades With Persisting Learning Disabilities in Written Language
  per: Niedo, Jasmin, et al.
  Publicat: (2016)
• Effects of transcription ability and transcription mode on translation:: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard
  per: Beers, Scott F., et al.
  Publicat: (2017)