WISC-R Analysis: Implications for Diagnosis and Intervention.
Discusses the application of a process analysis of Wechsler Intelligence Scale for Children-Revised (WISC-R) data to a study sample of learning disabled children. Role of attentional processes in the learning problems of children; Importance of instructional intervention in providing for growth in...
| Publicado en: | Journal of Learning Disabilities Vol. 13; no. 6; pp. 346 - 350 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Jun/Jul1980
|
| Materias: | |
| 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=4761352&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 4761352 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Jun/Jul1980 vid: 13 iid: 6 pid: 344 pub: Sage Publications Inc. artinfo: ui: 4761352 10.1177/002221948001300612 ppf: 346 ppct: 4 formats: tig: atl: WISC-R Analysis: Implications for Diagnosis and Intervention. aug: au: Stevenson, Lillian P. su: Children with learning disabilities Wechsler Intelligence Scale for Children School improvement programs Intelligence tests sug: subj: Children with learning disabilities Wechsler Intelligence Scale for Children School improvement programs Intelligence tests ab: Discusses the application of a process analysis of Wechsler Intelligence Scale for Children-Revised (WISC-R) data to a study sample of learning disabled children. Role of attentional processes in the learning problems of children; Importance of instructional intervention in providing for growth in academic skills and remediation in the use of efficient task strategies. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1980 holdings: @attributes: islocal: N |
|---|