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Reading disabilities / S. Krishna Babu, Vedantam, and Digumarti Bahskara Rao

By: Contributor(s): Material type: TextTextPublication details: New Delhi, India : Sonali Publications, c2004Description: 228 pages ; 22 cmISBN:
  • 8188836583
Subject(s): LOC classification:
  • LC 4028.5 .B112 2004
Contents:
1. Reading Disability -- 2. Education of Children with Reading Disability -- 3. Causes of Reading Disability -- 4. Educational Practices for Children with Reading Disability -- 5. Differences Between Disabled and Normal Readers -- 6. Visual-Processing among Disabled Readers -- 7. Artists as Dyslexics -- 8. Disabled and Normal Reader's in Reading Task -- 9. Psychosocial Aspects of Learning Disabilities.
Summary: Researchers who read this book should be able to organize their knowledge better, and thereby improve the way they design and conduct their research. Teachers who read this book should have a better idea of how to improve their instruction in reading. When this book is read by other stakeholders, such as parents, legislators, state department personnel and government employees dealing with education, they should be better able to evaluate what is likely to work with respect to new programs designed to increase the reading achievement of students.
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Holdings
Item type Current library Home library Collection Call number Copy number Status Date due Barcode
Books Books National University - Manila LRC - Graduate Studies General Circulation Gen. Ed - CEAS GC LC 4028.5 .B112 2004 (Browse shelf(Opens below)) c.1 Available NULIB000011697

Includes bibliographical references and index.

1. Reading Disability -- 2. Education of Children with Reading Disability -- 3. Causes of Reading Disability -- 4. Educational Practices for Children with Reading Disability -- 5. Differences Between Disabled and Normal Readers -- 6. Visual-Processing among Disabled Readers -- 7. Artists as Dyslexics -- 8. Disabled and Normal Reader's in Reading Task -- 9. Psychosocial Aspects of Learning Disabilities.

Researchers who read this book should be able to organize their knowledge better, and thereby improve the way they design and conduct their research. Teachers who read this book should have a better idea of how to improve their instruction in reading. When this book is read by other stakeholders, such as parents, legislators, state department personnel and government employees dealing with education, they should be better able to evaluate what is likely to work with respect to new programs designed to increase the reading achievement of students.

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