Affichage de 1 - 19 of 19 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: LEARNING disabilities
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Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32(4), pp. 277–286.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.12%
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Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of learning disabilities, 29(4), p. p391–401.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.59%
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Brosvic, G. M., Dihoff, R. E., Epstein, M. L., & Cook, M. L. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56(1), pp. 35–54.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.85%
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Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.12%
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Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.75%
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Cornoldi, C., & Lucangeli, D. (2004). Arithmetic education and learning disabilities in italy. Journal of learning disabilities, 37(1), pp. 42–49.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.3%
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Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of learning disabilities, 39(5), pp. 467–475.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.48%
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García, A. I., Jiménez, J. E., & Hess, S. (2006). Solving arithmetic word problems: An analysis of classification as a function of difficulty in children with and without arithmetic ld. Journal of learning disabilities, 39(3), pp. 270–281.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.03%
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van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.76%
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Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 34.49%
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Hanich, L. B., & Jordon, N. C. (2004). Achievement-related beliefs of third-grade children with mathematics and reading difficulties. Journal of Educational Research, 97(5), pp. 227–233.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 32.76%
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Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.85%
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Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.03%
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Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 75–83.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.1%
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Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical & Experimental Neuropsychology, 28(1), pp. 84–95.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 28.19%
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Wildmon, M. E., Skinner, C. H., Watson, S. T., & Garrett, S. L. (2004). Enhancing assignment perceptions in students with mathematics learning disabilities by including more work: An extension of interspersal research. School Psychology Quarterly, 19(2), p. p106–120.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.2%
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Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 30.29%
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Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 31.3%
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Xin, Y. P. (2007). Word problem solving task in textbooks and their relation to student performance. Journal of Educational Research, 100(6), pp. 347–359.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 33.49%
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