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
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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
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