Specific Learning Difficulties (Dyslexia) / Challenges and Responses
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TextPublication details: 1991Edition: 1stDescription: 338Summary: Preface, Acknowledgements, Background to the Current Scene, Specific Learning Difficulties (Dyslexia): Issues, Psychological Responses, A Broader Perspective, Emotional and Social Factors, Cognitive Aspects of Word Recognition, Psychoeducational Responses, Psychoeducational Literature: Theory and Identification, Intervention and Evaluation, Support of Pupils with Specific Learning Difficulties, Psychomedical Responses, Review of Neuropsychological Literature, Psycho-Ophtalmological Literature, Psychopharmaceutics and Specific Learning Difficulties, Survey Responses, Aims and Stucture of the Inquiry, Local Education Authority Policies and Practices, Educational Psychologists' Views and Practices, Views of Other Organizations and Individuals, Examination Board Policies and Practices, Key Themes and Recommendations, References, Author and Subject Index.
| Item type | Current library | Call number | Copy number | Status | Barcode | |
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Books
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MC Athens Campus Library | 616.8552 PUM (Browse shelf(Opens below)) | 1 | Available | 9780000090270 |
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Preface, Acknowledgements, Background to the Current Scene, Specific Learning Difficulties (Dyslexia): Issues, Psychological Responses, A Broader Perspective, Emotional and Social Factors, Cognitive Aspects of Word Recognition, Psychoeducational Responses, Psychoeducational Literature: Theory and Identification, Intervention and Evaluation, Support of Pupils with Specific Learning Difficulties, Psychomedical Responses, Review of Neuropsychological Literature, Psycho-Ophtalmological Literature, Psychopharmaceutics and Specific Learning Difficulties, Survey Responses, Aims and Stucture of the Inquiry, Local Education Authority Policies and Practices, Educational Psychologists' Views and Practices, Views of Other Organizations and Individuals, Examination Board Policies and Practices, Key Themes and Recommendations, References, Author and Subject Index.
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