Time Understanding of Learning Disabled Boys.
The article presents a study to investigate time understanding of learning of children with serious learning disorders in the U.S. The study consisted of 46 middle socioeconomic status Caucasian boys enrolled in special classes for the educationally handicapped in a single California elementary scho...
| Publicado en: | Exceptional Children Vol. 37; no. 10; pp. 741 - 744 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Summer1971
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19623944&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19623944 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Summer1971 vid: 37 iid: 10 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19623944 10.1177/001440297103701004 ppf: 741 ppct: 3 formats: tig: atl: Time Understanding of Learning Disabled Boys. aug: au: Forer, Ruth K. Keogh, Barbara K. affil: Project Coordinator, Prediction and Prevention of Reading Failure Project, Department of Psychology Associate Professor, Graduate School of Education, University of California, Los Angeles su: Disability studies Children with developmental disabilities Learning disabilities Cognition disorders Developmental disabilities Caucasian race Child development Exceptional children California United States sug: subj: California United States Disability studies Children with developmental disabilities Learning disabilities Cognition disorders Developmental disabilities Caucasian race Child development Exceptional children ab: The article presents a study to investigate time understanding of learning of children with serious learning disorders in the U.S. The study consisted of 46 middle socioeconomic status Caucasian boys enrolled in special classes for the educationally handicapped in a single California elementary school where all subjects had histories of severe and persistent school learning problems. It was concluded that boys with serious school learning problems have less mastery of cognitive and perceptual aspects of time understanding than do normal achieving children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1971 holdings: @attributes: islocal: N |
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