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ÖZEL ÖĞRENME GÜÇLÜĞÜ RİSKİNE SAHİP OKUL ÖNCESİ ÖĞRENCİLERİNE UYGULANAN BİLİŞSEL MÜDAHALE PROGRAMININ (COGENT) DİKKAT VE HIZLI İSİMLENDİRME BECERİLERİNE ETKİSİ
2 references·0 citing·11 second hopsampled
ÖZEL ÖĞRENME GÜÇLÜĞÜ RİSKİNE SAHİP OKUL ÖNCESİ ÖĞRENCİLERİNE UYGULANAN BİLİŞSEL MÜDAHALE PROGRAMININ (COGENT) DİKKAT VE HIZLI İSİMLENDİRME BECERİLERİNE ETKİSİ (2024)ÖZEL ÖĞRENME GÜÇLÜĞÜ RİSKİNE SAHİP OKUL Ö…Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities (2006)Response to Intervention as a…Kindergarten Prevention of Dyslexia (1999)Kindergarten Prevention of Dy…Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Phonological skills and learning to read (1991)On the Irrelevance of Intelligence in Predicting Responsiveness to Reading Instruction (2006)IQ is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation (2009)Spezifische Vorläuferfertigkeiten der Lesegeschwindigkeit, des Leseverständnisses und des Rechtschreibens (2012)Wechsler Individual Achievement Test (2001)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities (2008)Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties (2009)Prevalence and nature of late-emerging poor readers. (2011)
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References

  • 2006Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities292 cited
  • 1999Kindergarten Prevention of Dyslexia103 cited

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