Columbia University, Research Institute for the Study of Learning Disabilities
Resource Information
The organization Columbia University, Research Institute for the Study of Learning Disabilities represents an institution, an association, or corporate body that is associated with resources found in Indiana State Library.
The Resource
Columbia University, Research Institute for the Study of Learning Disabilities
Resource Information
The organization Columbia University, Research Institute for the Study of Learning Disabilities represents an institution, an association, or corporate body that is associated with resources found in Indiana State Library.
- Label
- Columbia University, Research Institute for the Study of Learning Disabilities
- Authority link
- (EG-IN)886051
- Subordinate unit
- Research Institute for the Study of Learning Disabilities
16 Items by the Organization Columbia University, Research Institute for the Study of Learning Disabilities
Context
Context of Columbia University, Research Institute for the Study of Learning DisabilitiesContributor of
- "LD efficient" instruction in phonics : applying sound learning principles to remedial teaching
- Applying the mastery model to sight word instruction for disabled readers
- Automatization and basic fact performance of normal and learning disabled children
- Children with a perseverative text interpretation strategy : the effect of text organization
- Congruence of prior knowledge and text information as a factor in the reading comprehension of middle-grade children
- Designing spelling instruction for learning disabled youngsters : an emphasis on unit size, distributed practice, and training for transfer
- Eliminating differences between learning disabled and nondisabled children on a paired-associate learning task
- Hypothesis testing in reading comprehension
- Identifying children who use a perseverative text processing strategy
- Mastery of basic number facts by learning disabled students : an intervention study
- Narrowing the gap between research and practice
- Phonics instruction for disabled learners : applying theory to method
- Prior knowledge as a handicapping condition
- Proficiency in arithmetic basic fact computation of learning disabled and nondisabled children
- The effect of practice vs. practice with informative feedback on sight word vocalization time for normal and disabled readers
- The relative effect of various word synthesis strategies on the phonics achievment of learning disabled youngsters
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.in.gov/resource/s4vqnf4C4bY/" typeof="Organization http://bibfra.me/vocab/lite/Organization"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.in.gov/resource/s4vqnf4C4bY/">Columbia University, Research Institute for the Study of Learning Disabilities</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.in.gov/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.in.gov/">Indiana State Library</a></span></span></span></span></div>
