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Table 1. Academic subgroups of LD

in CLASSIFICATION OF LEARNING DISABILITIES: AN EVIDENCE- BASED EVALUATION
by Jack M. Fletcher, Health Marcia Barnes
"... In PAGE 16: ... Using a variety of tasks, Barnes and Dennis have demonstrated that children with this form of brain injury have difficulty making inferences and problems assimilating nonliteral information from text, and that these difficulties in the reading domain parallel problems that the children have in oral discourse comprehension and production. Table1 summarizes the characteristics of reading ability in children with spina bifida and hydrocephalus, children with word recognition difficulties and poor comprehension, and non-brain injured children who have intact word recognition skills but poor reading comprehension. Table 1.... In PAGE 16: ...The comprehension-related deficits outlined in Table1 have been replicated across studies that have used different criteria for group membership, including brain injury. Questions remain regarding whether metacognitive, inferential, and working memory processes are primary causes or consequences of the comprehension deficit and whether difficulties in these skills reflect deficits in more basic reading comprehension processes (Nation amp; Snowling, 1998; Nation et al.... ..."

Table 3 Academic Quality of Entrants

in unknown title
by unknown authors 2001

Table 18 Academic Attainment of Entrants

in unknown title
by unknown authors 2001

Table 24 Academic Attainment of Entrants

in unknown title
by unknown authors 2001

Table 30 Academic Attainment of Entrants

in unknown title
by unknown authors 2001

Tables Academic Press style, 52

in unknown title
by unknown authors

Table 4 Level of Academic Training

in Role And Functions Of School Psychologists
by In Virginia Ten-Year, Rebecca Stevenson Lowry, Claire C. Vaught, Barry M. Mallinger, Philip A. Murray, Rebecca S. Lowry, Committee Co-chairmen, Thomas H. Hohenshil, Thomas H. Hohenshil, Lawrence H. Cross, Lawrence H. Cross

Table 2. Academic Performance of Aggregate Groups (Math)

in Dispelling Myths through Disaggregation: The relationship between race/ethnicity and student achievement
by Bruce D. Baker, Christine Keller-Wolff, Lisa Wolf-wendel
"... In PAGE 9: ... Table2 through Table 5 present the academic achievement differences between the aggregate groups across the four curricular areas. As with the SES composite, aggregate racial groups seem to fall out as expected with respect to academic performance.... ..."

TABLE 3 IMPORTANCE OF ACADEMIC QUALIFICATIONS TO HIRING DECISION

in ACADEMY OF EDUCATIONAL LEADERSHIP JOURNAL CONTENTS STUDENT INTERNET USAGE, PERCEPTIONS, AND TRAINING NEEDS: IMPLICATIONS FOR CAMPUS LEADERS................................1
by Vajdieh M. Marxen
"... In PAGE 80: ...3.49) were rated as important by respondents. See Table 3. TABLE3 (continued) IMPORTANCE OF ACADEMIC QUALIFICATIONS TO HIRING DECISION MEAN RESPONSES ACADEMIC QUALIFICATIONS Teaching Overall R-O T-O AACSB NONACC Perceived willingness to accept quot;heavy quot; prep load 2.95 1.... ..."

Table 13 Comparative Levels of Academic Training Degree

in Role And Functions Of School Psychologists
by In Virginia Ten-Year, Rebecca Stevenson Lowry, Claire C. Vaught, Barry M. Mallinger, Philip A. Murray, Rebecca S. Lowry, Committee Co-chairmen, Thomas H. Hohenshil, Thomas H. Hohenshil, Lawrence H. Cross, Lawrence H. Cross
"... In PAGE 80: ... It is important to note that although we observe a general upward trend in salaries, this table does not take into account rates of inflation. Comparative levels of academic training are presented in Table13 . It may appear that there has been a general over- credentialing of the profession of school psychology.... ..."
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