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Results: 1-16 |
Results: 16
HOW IMPORTANT IS RELEVANCE TO STUDENT MOTIVATION
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, HOW IMPORTANT IS RELEVANCE TO STUDENT MOTIVATION, JOURNAL OF ADOLESCENT AND ADULT LITERACY, 39(3), 1995, pp. 250-250
STRATEGIC CONTENT LEARNING - A MODEL DESIGNED TO PUT ADULTS WITH LEARNING DISABILITIES ON THEIR OWN
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, STRATEGIC CONTENT LEARNING - A MODEL DESIGNED TO PUT ADULTS WITH LEARNING DISABILITIES ON THEIR OWN, JOURNAL OF ADOLESCENT AND ADULT LITERACY, 39(3), 1995, pp. 250-251
SELECTING LITERATURE FOR ADULT BEGINNING READERS
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, SELECTING LITERATURE FOR ADULT BEGINNING READERS, JOURNAL OF ADOLESCENT AND ADULT LITERACY, 39(3), 1995, pp. 251-251
ASKING QUESTIONS IN COLLEGE CLASSROOMS - IS THERE A NEED TO WAIT
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, ASKING QUESTIONS IN COLLEGE CLASSROOMS - IS THERE A NEED TO WAIT, JOURNAL OF ADOLESCENT AND ADULT LITERACY, 39(3), 1995, pp. 251-251
STUDENTS VIEWS OF INSTRUCTIONAL PRACTICES - IMPLICATIONS FOR INCLUSION
Authors: VAUGHN S SCHUMM JS KLINGNER J SAUMELL L
Citation: S. Vaughn et al., STUDENTS VIEWS OF INSTRUCTIONAL PRACTICES - IMPLICATIONS FOR INCLUSION, Learning disability quarterly, 18(3), 1995, pp. 236-248
HIGHER HOMOTOPY COMMUTATIVITY IN LOCALIZED GROUPS
Authors: SAUMELL L
Citation: L. Saumell, HIGHER HOMOTOPY COMMUTATIVITY IN LOCALIZED GROUPS, Mathematische Zeitschrift, 219(2), 1995, pp. 203-213
AN ASSESSMENT ALTERNATIVE - GROUP ORAL EXAMS
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, AN ASSESSMENT ALTERNATIVE - GROUP ORAL EXAMS, Journal of reading, 38(6), 1995, pp. 490-490
CHEATING - THE STUDY STRATEGIES UNDERGROUND
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, CHEATING - THE STUDY STRATEGIES UNDERGROUND, Journal of reading, 38(6), 1995, pp. 490-491
GENERAL-EDUCATION TEACHER PLANNING - WHAT CAN STUDENTS WITH LEARNING-DISABILITIES EXPECT
Authors: SCHUMM JS VAUGHN S HAAGER D MCDOWELL J ROTHLEIN L SAUMELL L
Citation: Js. Schumm et al., GENERAL-EDUCATION TEACHER PLANNING - WHAT CAN STUDENTS WITH LEARNING-DISABILITIES EXPECT, Exceptional children, 61(4), 1995, pp. 335-352
HOW IMPORTANT IS EARLY HOME-ENVIRONMENT TO LATER LITERACY HABITS OF YOUNG-ADULTS
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, HOW IMPORTANT IS EARLY HOME-ENVIRONMENT TO LATER LITERACY HABITS OF YOUNG-ADULTS, Journal of reading, 37(7), 1994, pp. 571-571
HIGH-SCHOOL-STUDENTS USE OF STRATEGIES WHEN READING ENGLISH AS A FOREIGN-LANGUAGE
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, HIGH-SCHOOL-STUDENTS USE OF STRATEGIES WHEN READING ENGLISH AS A FOREIGN-LANGUAGE, Journal of reading, 37(7), 1994, pp. 606-606
IS THERE A RELATIONSHIP BETWEEN THE ORAL STORYTELLING ABILITIES AND READING-COMPREHENSION OF BILINGUAL ADOLESCENTS WITH LEARNING HANDICAPS
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, IS THERE A RELATIONSHIP BETWEEN THE ORAL STORYTELLING ABILITIES AND READING-COMPREHENSION OF BILINGUAL ADOLESCENTS WITH LEARNING HANDICAPS, Journal of reading, 37(6), 1994, pp. 487-487
PROTOCOL IN THE CLASSROOM - DIVERSE PERCEPTIONS OF TEACHER AND STUDENT ROLES
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, PROTOCOL IN THE CLASSROOM - DIVERSE PERCEPTIONS OF TEACHER AND STUDENT ROLES, Journal of reading, 37(4), 1994, pp. 278-278
WORD-PROCESSORS - THEIR IMPACT ON PROCESS AND PRODUCT
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, WORD-PROCESSORS - THEIR IMPACT ON PROCESS AND PRODUCT, Journal of reading, 37(3), 1993, pp. 190-190
USING SELF-QUESTIONING TO GET THE MOST FROM LECTURES
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, USING SELF-QUESTIONING TO GET THE MOST FROM LECTURES, Journal of reading, 37(3), 1993, pp. 200-200
PATTERNS OF DISCOURSE - THE KEY TO SUCCESSFUL SMALL-GROUP DISCUSSIONS
Authors: SCHUMM JS SAUMELL L
Citation: Js. Schumm et L. Saumell, PATTERNS OF DISCOURSE - THE KEY TO SUCCESSFUL SMALL-GROUP DISCUSSIONS, Journal of reading, 37(3), 1993, pp. 233-233
Risultati: 1-16 |