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1 Ergebnisse
1
How Does Independent Practice of Multiple-Criteria Text Inf..:
Cheatham, Jennifer P.
;
Allor, Jill H.
;
Roberts, J. Kyle
Learning Disability Quarterly. 37 (2014) 1 - p. 3-14 , 2014
Link:
https://www.jstor.org/stable/44290313
RT Journal T1
How Does Independent Practice of Multiple-Criteria Text Influence the Reading Performance and Development of Second Graders?
UL https://suche.suub.uni-bremen.de/peid=jstor-44290313&Exemplar=1&LAN=DE A1 Cheatham, Jennifer P. A1 Allor, Jill H. A1 Roberts, J. Kyle PB Hammill Institute on Disabilities and SAGE Publications YR 2014 SN 0731-9487 K1 Social sciences K1 Communications K1 Communication skills K1 Language skills K1 Reading K1 Education K1 Academic communities K1 Students K1 Advanced students K1 Behavioral sciences K1 Psychology K1 Applied psychology K1 Educational psychology K1 Learning disabilities K1 Applied sciences K1 Engineering K1 Structural engineering K1 Structural supports K1 Falsework K1 Scaffolds K1 Biological sciences K1 Biology K1 Genetics K1 Molecular genetics K1 Gene structures K1 Open reading frames K1 Mathematics K1 Applied mathematics K1 Statistics K1 Applied statistics K1 Statistical results K1 Statistical properties K1 Statistical significance K1 Formal education K1 Pedagogy K1 Humanities instruction K1 Language arts K1 Reading instruction K1 Independent reading K1 Academic learning K1 Language arts learning K1 Performance readers K1 Educational methods K1 Educational testing K1 Educational tests K1 Pretests K1 Posttests JF Learning Disability Quarterly VO 37 IS 1 SP 3 OP 14 LK http://dx.doi.org/https://www.jstor.org/stable/44290313 DO https://www.jstor.org/stable/44290313 SF ELIB - SuUB Bremen
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