Identifying learning disabilities through a cognitive deficit framework: can verbal memory deficits explain similarities between learning disabled and low achieving students?

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作者： Sarah,Callinan ^[1] ; Stephen,Theiler ^[2] ; Everarda,Cunningham ^[2]

作者单位： Swinburne University of Technology, Lilydale, Australia sarahc@turningpoint.org.au. ^[1] Swinburne University of Technology, Lilydale, Australia. ^[2]

关键词 cognitive processing diagnosis dyslexia identification/classification

主题词成就(Achievement);儿童(Child);女(雌)性(Female);人类(Humans);语言试验(Language Tests);男(雄)性(Male);记忆障碍(Memory Disorders);神经心理学测验(Neuropsychological Tests);学生(Students)

DOI 10.1177/0022219413497587

PMID 23886581

发布时间 2019-12-10

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Journal of learning disabilities

271-80页

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Identifying learning disabilities through a cognitive deficit framework: can verbal memory deficits explain similarities between learning disabled and low achieving students?

Journal of learning disabilities

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Journal of learning disabilities

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Identifying learning disabilities through a cognitive deficit framework: can verbal memory deficits explain similarities between learning disabled and low achieving students?

Journal of learning disabilities

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Journal of learning disabilities

相关期刊

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