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...

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Bibliographic Details

Published in:	Assistive Technology Vol. 29; no. 3; pp. 131 - 140
Main Authors:	Thompson, Robert, Tanimoto, Steven, Abbott, Robert, Nielsen, Kathleen, Lyman, Ruby Dawn, Geselowitz, Kira, Habermann, Katrien, Mickail, Terry, Raskind, Marshall, Peverly, Stephen, Nagy, William, Berninger, Virginia
Format:	research tables/charts Journal Article
Published:	Taylor & Francis Ltd Fall2017
Online Access:	View this record in EBSCOhost