Titlebook: Educational Alternatives for Students with Learning Disabilities; Susan A. Vogel Book 1992 Springer-Verlag New York, Inc. 1992 At-Risk Stu

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In the Spirit of Strategies Instruction: Cognitive and Metacognitive Aspects of the Strategies Interd where a translation of the research has been attempted, the nature of these various strategy-training efforts has often been quite varied. As a result, many of the strategy-labeled programs and materials have not always resulted in an improvement in student performance.

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https://doi.org/10.1007/978-1-84628-510-3(e.g., Fornell & Hood, 1985; Lee & Shapero-Fine, 1984; Liberman, 1983; Stark, Bernstein, & Condino, 1984; Tallal, 1987; Vellutino, 1979). A language-impaired preschool child is likely to be called a learning disabled school-age child (Bashir, Kuban, Kleinman, & Scavuzzo, 1983).

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Preschool Language Intervention in the Classroom: Rationale and Organizational Structure(e.g., Fornell & Hood, 1985; Lee & Shapero-Fine, 1984; Liberman, 1983; Stark, Bernstein, & Condino, 1984; Tallal, 1987; Vellutino, 1979). A language-impaired preschool child is likely to be called a learning disabled school-age child (Bashir, Kuban, Kleinman, & Scavuzzo, 1983).

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Book 1992with practical knowledge regarding state-of-the-art intervention strat- egies. This book provides examples of validated alternative educational practices which avoid the pitfalls and stigmatizing effects on students of older models of intervention. The new practices aim to maximize teaching effectiv

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https://doi.org/10.1057/9780312299705e is reduced after traumatic head injury. We also recognize that some individuals with developmental and cognitive handicaps never attain what we consider adult competence in language. Let us therefore take a closer look at the abilities that are involved.