Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?

  1. Jiménez, J.E.
  2. Del Rosario Ortiz, M.
  3. Rodrigo, M.
  4. Hernández-Valle, I.
  5. Ramírez, G.
  6. Estévez, A.
  7. O'Shanahan, I.
  8. De la Luz Trabaue, M.
Journal of Learning Disabilities

ISSN: 0022-2194

Year of publication: 2003

Volume: 36

Issue: 1

Pages: 34-47

Type: Article

DOI: 10.1177/00222194030360010501 GOOGLE SCHOLAR

Sustainable development goals