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Effective Academic Interventions in the United Kingdom: Does the "Specific" in Specific Learning Difficulties (Disabilities) Now Make a Difference to the Way We Teach?
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Reason, Rea – School Psychology Review, 1998
Article reviews instructional developments for specific learning difficulties, drawing together areas of cognitive research, applied practice, and trends in literacy in the United Kingdom. Findings suggest teaching of phonological awareness has become an integral part of general teaching, and that the gap between specific and general has narrowed.…
Descriptors: Educational Trends, Elementary Secondary Education, Foreign Countries, Learning Disabilities