THE EFFECTS OF A DIRECT PHONIC APPROACH IN TEACHING READING WITH SIX MODERATELY RETARDED CHILDREN: ACQUISITION AND MASTERY LEARNING STAGES12
- 1 July 1975
- journal article
- research article
- Published by Taylor & Francis in The Slow Learning Child
- Vol. 22 (2) , 83-90
- https://doi.org/10.1080/0156655750220203
Abstract
No abstract availableKeywords
This publication has 4 references indexed in Scilit:
- Teaching Trainable-Level Students to Read Unconjugated Action VerbsThe Journal of Special Education, 1974
- Summary of Investigations Relating to Reading, July 1, 1971, to June 30, 1972Reading Research Quarterly, 1973
- Teaching Functional Reading to Young Trainable Students: Toward Longitudinal ObjectivesThe Journal of Special Education, 1972
- Beginning Reading Discrimination Taught at IQ 35 by ConditioningPerceptual and Motor Skills, 1971