| Record ID | harvard_bibliographic_metadata/ab.bib.13.20150123.full.mrc:799644733:3505 |
| Source | harvard_bibliographic_metadata |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.13.20150123.full.mrc:799644733:3505?format=raw |
LEADER: 03505cam a2200529 a 4500
001 013725175-0
005 20130711114413.0
008 100406s2010 enka b 000 0 eng
015 $aGBA9B1956$2bnb
015 $aGBA9B1956$2dnb
016 7 $a015422273$2Uk
020 $a9781849507769 (hbk.)
020 $a1849507767 (hbk.)
020 $a1849507775 (ebook)
020 $a9781849507776 (ebook)
035 0 $aocn465618317
040 $aUKM$beng$cUKM$dYDXCP$dLMQ$dCDX$dBWX$dIXA$dDEBBG$dCGU$dWAU$dCOD$dBDX$dOCLCQ
042 $aukscp
050 4 $aLC4704$b.L58 2010
082 04 $a371.9$222
084 $a5,3$2ssgn
084 $aDT 2200$2rvk
084 $aDT 7300$2rvk
245 00 $aLiteracy and learning /$cedited by Thomas E. Scruggs, Margo A. Mastropieri.
250 $a1st ed.
260 $aBingley :$bEmerald,$c2010.
300 $aix, 319 pages :$billustrations ;$c24 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aAdvances in learning and behavioral disabilities ;$vv. 23
504 $aIncludes bibliographical references.
505 00 $tResponse to intervention: treatment validity and implementation challenges in the primary and middle grades /$rStephanie Al Otaiba, Mary Beth Calhoon and Jeanne Wanzek --$tThe role of context in the assessment of "unresponsiveness" within responsiveness-to-intervention: the "relative slope-difference discrepancy model" (RSDDM) /$rGeorgios D. Sideridis, Susana Padeliadu and Faye Antoniou --$tLiteracy supports for adolescent struggling readers: taking action through comprehension instruction /$rMichael Faggella-Luby and Patricia Sampson Graner --$tDevelopmental dyslexia in a transparent orthography: a study of Spanish dyslexic children /$rManuel Soriano and Ana Miranda --$tReading comprehension: unanswered questions and reading instruction challenges /$rSolveig-Alma Halaas Lyster --$tA longitudinal study of the impact of effective beginning reading instruction for English learners: literacy, language, and learning disabilities /$rAnne W. Graves --$tWriting: underutilized for young children with disabilities? /$rM. Susan Burns, Julie K. Kidd and Tamara Genarro --$tTeaching students with LD to use reading comprehension strategies /$rAlison Gould Boardman, Janette K. Klingner, Amy L. Boele and Elizabeth Swanson --$tPersuading students with emotional disabilities to write: a design study /$rMargo A. Mastropieri, Thomas E. Scruggs, Yojanna Cuenca-Sanchez, Narcy Irby, Sara Mills, Linda Mason and Richard Kubina --$tComponents affecting expressive writing in typical and disabled writers /$rCesare Cornoldi, Francesco Del Prete, Anna Gallani, Francesco Sella and Anna Maria Re --$tDyslexia: a categorical falsehood without validity or utility /$rSimon Gibbs and Julian Elliott --$tThe study of human exceptionality: how it informs our knowledge of learning and cognition /$rMargo A. Mastropieri and Thomas E. Scruggs.
650 0 $aLearning disabilities$xTreatment.
650 0 $aLearning disabled$xEducation.
650 0 $aBehavior therapy.
650 0 $aBehavior disorders in children.
650 07 $aDidaktik.$2swd
650 07 $aKind.$2swd
650 07 $aLernstörung.$2swd
650 07 $aVerhaltensstörung.$2swd
700 1 $aScruggs, Thomas E.,$d1948-
700 1 $aMastropieri, Margo A.,$d1951-
830 0 $aAdvances in learning and behavioral disabilities ;$vv. 23.
988 $a20130711
049 $aHMGG
906 $0OCLC