THE DIFFERENTIAL-EFFECTS OF STILL ILLUSTRATION, MOTION ILLUSTRATION, AND MODELING ON STUDENTS MANUSCRIPT LETTER LEGIBILITY

被引：10

作者：

LANUNZIATA, LJ

COOPER, JO

HILL, DS

TRAPPORTER, J

机构：

[1] OHIO STATE UNIV,COLL EDUC,DEPT HUMAN SERV EDUC,101 STUDENT SERV BLDG,154 W 12TH AVE,COLUMBUS,OH 43210

[2] UNIV N CAROLINA,WILMINGTON,NC 28401

[3] OHIO STATE UNIV,FAC HUMAN SERV,COLUMBUS,OH 43210

[4] OHIO STATE UNIV,FAC PHYS EDUC,COLUMBUS,OH 43210

[5] OHIO STATE UNIV,DEPT SPECIAL EDUC,COLUMBUS,OH 43210

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 1985年 / 79卷 / 02期

关键词：

D O I：

10.1080/00220671.1985.10885659

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：109 / 113

页数：5

共 20 条

[1] The effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical and developmental delays
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[9] Transporting Causal Effects Across Populations Using Structural Causal Modeling: An Illustration to Work-from-Home Productivity
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[J]. INFORMATION SYSTEMS RESEARCH, 2024, 35 (02) : 686 - 705
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