The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique-Reference-Cited by-同舟云学术

The Effective Use of Symbols in Teaching Word Recognition to Children with Severe Learning Difficulties: A comparison of word alone, integrated picture cueing and the handle technique

Published:2002-03 Issue:1 Volume:49 Page:47-59
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Sheehy Kieron

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health(social science)

Link

http://www.tandfonline.com/doi/pdf/10.1080/10349120120115325

Reference23 articles.

1. Whose curriculum? Critical notes on integration and entitlement

2. CARPENTER , B. 1987. “A formative evaluation of a Makaton-based reading programme”. Nottingham, UK: University of Nottingham. Unpublished masters thesis

3. Understanding pictures and words: Comment on Potter, Kroll, Yachzel, Carpenter, and Sherman (1986).

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