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Volumn 44, Issue 3, 2011, Pages 296-307

Examining agreement and longitudinal stability among traditional and RTI-based definitions of reading disability using the affected-status agreement statistic

Author keywords

assessment; diagnosis; dyslexia; identification; response to intervention

Indexed keywords

ARTICLE; CHILD; COMPARATIVE STUDY; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; FOLLOW UP; HUMAN; LANGUAGE DEVELOPMENT; MALE; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL MODEL; READING; RISK FACTOR;

EID: 79955533465     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219410392048     Document Type: Article
Times cited : (57)

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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.