Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down-Reference-Cited by-同舟云学术

Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down

Published:2001-03 Issue:1 Volume:9 Page:71-80
ISSN:0966-9760
Container-title:International Journal of Early Years Education
language:en
Short-container-title:International Journal of Early Years Education

Author:

Wang Xiao-Lei,Bernas Ronan,Eberhard Philippe

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09669760125651

Reference39 articles.

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2. The mismatch between gesture and speech as an index of transitional knowledge

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