排序方式: 共有365条查询结果,搜索用时 15 毫秒
361.
362.
363.
364.
Tom Trabasso 《Developmental Review》1984,4(1):72-76
Research on the underlying nature of reading disability, exemplified in the present papers, is essentially correlational. Differences in acoustic memory skills, partial cue utilization, or symbol-sound knowledge may be a result rather than a cause of reading skill differences. Suggestions are made on how to untangle the cause-effect problem through longitudinal investigation and careful analysis of some possible interactions between cognitive skills and reading ability. 相似文献
365.