PHONOLOGICAL PROCESSING, NOT INHIBITORY CONTROL, DIFFERENTIATES ADHD AND READING DISABILITY

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KAREN L.P.; ROSEMARY T.

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Journal Paper

Paper Information

Journal: JOURNAL OF AMERICAN ACADEMY OF CHILD AND ADOLESCENTS PSYCHIATRY Year:2000 | Volume:39 | Issue:4 Page(s): 485-494

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Information Journal Paper

Title

PHONOLOGICAL PROCESSING, NOT INHIBITORY CONTROL, DIFFERENTIATES ADHD AND READING DISABILITY

Author(s)

KAREN L.P. | ROSEMARY T. | Issue Writer Certificate

Keywords

Not Registered.

Abstract

Cites

A COMPARATIVE STUDY OF THE EFFECTIVENESS OF DIRECT INSTRUCTION, PHONOLOGICAL AWARENESS AND THE COMBINED METHOD ON READING COMPREHENSION IN ELEMENTARY STUDENTS WITH READING DISABILITIES

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APA: Copy

KAREN, L.P., & ROSEMARY, T.. (2000). PHONOLOGICAL PROCESSING, NOT INHIBITORY CONTROL, DIFFERENTIATES ADHD AND READING DISABILITY. JOURNAL OF AMERICAN ACADEMY OF CHILD AND ADOLESCENTS PSYCHIATRY, 39(4), 485-494. SID. https://sid.ir/paper/658354/en

Vancouver: Copy

KAREN L.P., ROSEMARY T.. PHONOLOGICAL PROCESSING, NOT INHIBITORY CONTROL, DIFFERENTIATES ADHD AND READING DISABILITY. JOURNAL OF AMERICAN ACADEMY OF CHILD AND ADOLESCENTS PSYCHIATRY[Internet]. 2000;39(4):485-494. Available from: https://sid.ir/paper/658354/en

IEEE: Copy

L.P. KAREN, and T. ROSEMARY, “PHONOLOGICAL PROCESSING, NOT INHIBITORY CONTROL, DIFFERENTIATES ADHD AND READING DISABILITY,” JOURNAL OF AMERICAN ACADEMY OF CHILD AND ADOLESCENTS PSYCHIATRY, vol. 39, no. 4, pp. 485–494, 2000, [Online]. Available: https://sid.ir/paper/658354/en

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