The effects of teaching simultaneous or successive word processing strategies on reading recognition and spelling in students deficient in either simultaneous or successive processing skills

Author(s)

    • Anderson, Martin Wreno

Bibliographic Information

The effects of teaching simultaneous or successive word processing strategies on reading recognition and spelling in students deficient in either simultaneous or successive processing skills

Martin Wreno Anderson

UMI Dissertation Services, 1986

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Note

Photocopy of the author's thesis (Ph.D.)-- Oklahoma State University, 1986

Include Appendix A-C and Bibliography

Details

  • NCID
    BA59301850
  • Country Code
    us
  • Title Language Code
    eng
  • Text Language Code
    eng
  • Place of Publication
    Ann Arbor, Mich.
  • Pages/Volumes
    ix, 132 p.
  • Size
    22 cm
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