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00000cam a2200000 i 4500 |
| 001 |
ocn890471667 |
| 003 |
OCoLC |
| 005 |
20240809213013.0 |
| 006 |
m o d |
| 007 |
cr cnu---unuuu |
| 008 |
140912s2011 caua ob 001 0 eng d |
| 040 |
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|a N$T
|b eng
|e rda
|e pn
|c N$T
|d YDXCP
|d E7B
|d EBLCP
|d DEBSZ
|d OCLCQ
|d CCO
|d LOA
|d CNNOR
|d K6U
|d PIFAG
|d FVL
|d ZCU
|d MERUC
|d U3W
|d D6H
|d STF
|d OCLCQ
|d ICG
|d VT2
|d OCLCQ
|d WYU
|d G3B
|d JBG
|d TKN
|d DKC
|d OCLCQ
|d HS0
|d OCLCQ
|d TUHNV
|d OCLCO
|d OCLCQ
|d OCLCO
|d SXB
|d OCLCQ
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| 019 |
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|a 893681312
|a 1055375086
|a 1066566421
|a 1081193234
|a 1228589891
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| 020 |
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|a 9781597567015
|q (electronic bk.)
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| 020 |
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|a 1597567019
|q (electronic bk.)
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| 020 |
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|z 9781597563666
|q (alk. paper)
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| 020 |
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|z 1597563668
|q (alk. paper)
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| 035 |
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|a (OCoLC)890471667
|z (OCoLC)893681312
|z (OCoLC)1055375086
|z (OCoLC)1066566421
|z (OCoLC)1081193234
|z (OCoLC)1228589891
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| 050 |
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4 |
|a LC4015
|b .C653 2011
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| 072 |
|
7 |
|a EDU
|x 001000
|2 bisacsh
|
| 072 |
|
7 |
|a EDU
|x 036000
|2 bisacsh
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| 049 |
|
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|a HCDD
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| 100 |
1 |
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|a Courter, Margo Kinzer.
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| 245 |
1 |
0 |
|a Here's how children learn speech and language :
|b a text on different learning strategies /
|c Margo Kinzer Courter.
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| 264 |
|
1 |
|a San Diego :
|b Plural Pub.,
|c ©2011.
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| 300 |
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|a 1 online resource (xvi, 196 pages) :
|b illustrations
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| 336 |
|
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|a text
|b txt
|2 rdacontent
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| 337 |
|
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 490 |
1 |
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|a Here's how series
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| 500 |
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|a Title from PDF title page (viewed on September 12, 2014).
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| 504 |
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|a Includes bibliographical references and index.
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| 505 |
0 |
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|a Foreword; Preface; 1. Just the Facts; Introduction; Here Are Important Definitions; Here Are Some Facts; Fact #1: Percent of Students With Learning and Language Disabilities; Fact #2: (Central) Auditory Processing Disorder (APD), Language Impairment, and Reading Disorder; Fact #3: Childhood Apraxia of Speech, Language, and Learning Disorders; Fact #4: Word-Finding, Language Impairment, and Learning Disabilities; Fact #5: Percent of Students With Learning Disabilities; Fact #9: Language-Based Learning Disability Is a Better Descriptor Than Dyslexia
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| 505 |
8 |
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|a Here Are Some Signs for Students Who May Be at Risk of a Learning DisabilityHere Are the Laws That Guarantee an Equal Education for All; Introduction to Individuals With Disabilities Education Act (IDEA 2004); Here's Information Regarding Reauthorization of IDEA 2008; Here's Information Regarding the NCLB Act of 2001; Introduction to Section 504 of the Rehabilitation Act (1998); Here Are the Agencies That Enforce the Laws; Office for Civil Rights (OCR); The Office of Special Education and Rehabilitative Services (OSERS); Conclusion; References; 2. Diagnostics; Introduction
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| 505 |
8 |
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|a Preschool/Kindergarten ChildrenMorphology Introduction; Phonology Introduction; Auditory Short-Term Memory Skills Introduction; Word Finding Introduction; Possible Assessment Tools; School-Age Assessment Essentials Introduction; Rating Scales; Receptive and Expressive Vocabulary Measures; Word-Finding Measures; Central Auditory Processing Disorder (C)APD; Written Language Expression; Phonological Awareness Assessment; Problem Solving; Determining the Significance of the Testing Results; Possible Profiles; What Happens After the Evaluation; Conclusion; References
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| 505 |
8 |
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|a 3. Getting Started: Preliteracy SkillsIntroduction; Auditory Short-Term Memory Introduction; Area: Auditory Short-Term Memory; Auditory Short-Term Memory Strategies; Sequencing Events Introduction; Area: Sequencing of Events; Sequencing Strategies; Phonological Awareness Introduction; Area: Phonological Awareness; Strategies for Phonological Awareness; Narrative Skills Introduction; Area: Narrative Skills; Developing Narrative Skills Strategies; Preschool Language Skills and PossibleAcademic Effects; Conclusion; References; 4. Reading Is Rocket Science; Introduction
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| 505 |
8 |
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|a Early Reading IntroductionArea: Early Reading; Early Reading Strategies; Building Reading Success Introduction; Area: Building Reading Success; Building Reading Success Strategies; Conclusion; References; 5. Across the Curriculum; Introduction; Symbols and Abbreviations in Note Taking Introduction; Vocabulary Introduction; Vocabulary Goals; Vocabulary Strategies; Information Presented Orally Introduction; Spoken Directions and Lecture Information Goals; Spoken Directions and Lecture Information Strategies; Following Written Directions Introduction; Following Written Directions Goals
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| 520 |
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|a This essential resource for school-based SLPs and educators who work with children with speech and language disorders in the educational setting provides diagnostic tools to help clinicians assess underlying speech and/or language disorders that are impeding students' academic success. It enables clinicians to identify goals and develop strategies to meet those goals and improve academic performance.
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| 650 |
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0 |
|a Children with disabilities
|x Education.
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| 650 |
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0 |
|a Speech disorders in children.
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| 650 |
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0 |
|a Language disorders in children.
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| 650 |
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0 |
|a Response to intervention (Learning disabled children)
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| 650 |
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7 |
|a EDUCATION
|x Administration
|x General.
|2 bisacsh
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| 650 |
|
7 |
|a EDUCATION
|x Organizations & Institutions.
|2 bisacsh
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| 650 |
|
7 |
|a Children with disabilities
|x Education
|2 fast
|
| 650 |
|
7 |
|a Language disorders in children
|2 fast
|
| 650 |
|
7 |
|a Response to intervention (Learning disabled children)
|2 fast
|
| 650 |
|
7 |
|a Speech disorders in children
|2 fast
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| 776 |
0 |
8 |
|i Print version:
|a Courter, Margo Kinzer.
|t Here's how children learn speech and language : a text on different learning strategies.
|d San Diego : Plural Pub., [2011]
|h xvi, 196 pages ; 28 cm
|k Here's how series
|z 9781597563666
|w (DLC) 10928314
|w (OCoLC)377778080
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| 830 |
|
0 |
|a Here's how series.
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1887964
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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