Результаты исследований: Научные публикации в периодических изданиях › статья › Рецензирование
The earliest hypothesis concerning the phonetic-phonological roots of reading and writing learning disabilities is usually attributed to Boder in the U.S. literature. Yet by following a trail of references to work in psychology and education conducted some 30 years earlier in the USSR, we find the seeds of this idea already well established in the work of Russian educator and psychologist Roza Levina. Here we trace the Soviet origins of these ideas and discuss their heretofore unrecognized importance in the field of learning disabilities and special education.
Язык оригинала | английский |
---|---|
Страницы (с-по) | 366-373 |
Число страниц | 8 |
Журнал | Journal of Learning Disabilities |
Том | 47 |
Номер выпуска | 4 |
DOI | |
Состояние | Опубликовано - 11 июл 2014 |
ID: 62726421