Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.
This study in programmatic research on technology-supported instruction first identified, through pretesting using evidence-based criteria, students with persisting specific learning disabilities (SLDs) in written language during middle childhood (grades 4–6) and early adolescence (grades 7–9). Part...
| Publicado en: | Assistive Technology Vol. 29; no. 3; pp. 131 - 140 |
|---|---|
| Autores principales: | , , , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Fall2017
|
| Acceso en línea: | Ver este registro en EBSCOhost |