READING SKILLS OF SEVERELY LANGUAGE-IMPAIRED CHILDREN (DISORDERED, ACADEMIC, INTERMEDIATE).
The research literature has substantiated that many children diagnosed as having oral language impairments demonstrate reading problems at school-age. Few studies, however, have investigated the achievement of language-impaired children on individual reading skills, or the relationship between type...
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| Language: | en |
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The University of Arizona.
1986
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| Online Access: | http://hdl.handle.net/10150/188190 http://arizona.openrepository.com/arizona/handle/10150/188190 |