RELATIONSHIP OF READING METHOD AND READING ACHIEVEMENT TO ITPA SENSORY MODALITIES

被引：9

作者：

SMITH, CM

机构：

[1] WINTHROP COLL, DEPT SPECIAL EDUC, ROCK HILL, SC USA

[2] APPALACHIAN STATE UNIV, BOONE, NC USA

[3] UNIV GEORGIA, ATHENS, GA USA

[4] GEORGIA RETARDATION CTR, ATHENS UNIT, ATHENS, GA USA

来源：

关键词：

D O I：

10.1177/002246697100500206

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

引用

页码：143 / 149

页数：7

共 14 条

[1] BATEMAN B, 1967, READING CONTROVERSIA
[2] DALY WC, 1960, TRAINING SCH B, V57, P85
[3] DUNN LM, 1967, G PEABODY COLLEGE IM
[4] GATTEGNO C, 1963, TEACHERS GUIDE WORDS
[5] HAY J, 1960, READING PHONICS TEAC
[6] JORDAN L, 1963, MENT RETARD, V1, P21
[7] LINDQUIST EF, 1956, DESIGN ANALYSIS EXPT
[8] FRACTIONAL PRACTICES IN SPECIAL EDUCATION - CRITIQUE
MANN, L
PHILLIPS, WA
[J]. EXCEPTIONAL CHILDREN, 1967, 33 (05) : 311 - 317
[9] MAZURKIEWICZ AJ, 1963, EARLY READ ITA PROGR
[10] McCarthy J. J., 1961, ILLINOIS TEST PSYCHO