These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


Pubmed for Handhelds

PUBMED FOR HANDHELDS

Journal Abstract Search

162 related items for PubMed ID: 2303742

  • 1. Teaching abstract vocabulary with the keyword method: effects on recall and comprehension.
    Mastropieri MA, Scruggs TE, Fulk BJ.
    J Learn Disabil; 1990 Feb; 23(2):92-6, 107. PubMed ID: 2303742
    [Abstract] [Full Text] [Related]

  • 2. Effects of multimedia vocabulary instruction on adolescents with learning disabilities.
    Kennedy MJ, Deshler DD, Lloyd JW.
    J Learn Disabil; 2015 Feb; 48(1):22-38. PubMed ID: 23649222
    [Abstract] [Full Text] [Related]

  • 3.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 4. Effects of the keyword mnemonic strategy on vocabulary acquisition and maintenance by learning disabled children.
    Condus MM, Marshall KJ, Miller SR.
    J Learn Disabil; 1986 Dec; 19(10):609-13. PubMed ID: 3794546
    [No Abstract] [Full Text] [Related]

  • 5. Small-group instruction for students with learning disabilities: observational and incidental learning.
    Keel MC, Gast DL.
    Except Child; 1992 Feb; 58(4):357-68. PubMed ID: 1544365
    [Abstract] [Full Text] [Related]

  • 6.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 7. The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities.
    Bos CS, Anders PL, Filip D, Jaffe LE.
    J Learn Disabil; 1989 Feb; 22(6):384-90. PubMed ID: 2738473
    [Abstract] [Full Text] [Related]

  • 8. The importance of the keyword-generation method in keyword mnemonics.
    Campos A, Amor A, González MA.
    Exp Psychol; 2004 Feb; 51(2):125-31. PubMed ID: 15114905
    [Abstract] [Full Text] [Related]

  • 9.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 10.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 11.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 12. The effects of tape-recorded self-instruction cues on the mathematics performance of students with learning disabilities.
    Wood DA, Rosenberg MS, Carran DT.
    J Learn Disabil; 1993 Apr; 26(4):250-8, 269. PubMed ID: 8515189
    [Abstract] [Full Text] [Related]

  • 13. False recall of critical lures in students with diagnosed learning disabilities.
    Branch DL, Hilgert LD, Browne BL, Monetti DM.
    Psychol Rep; 2007 Jun; 100(3 Pt 1):713-20. PubMed ID: 17688084
    [Abstract] [Full Text] [Related]

  • 14.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 15. Comparing two modes of teaching a question-answering strategy for enhancing reading comprehension: didactic and self-instructional training.
    Graham L, Wong BY.
    J Learn Disabil; 1993 Apr; 26(4):270-9. PubMed ID: 8515191
    [Abstract] [Full Text] [Related]

  • 16. The effects of summarization instruction on text comprehension of students with learning disabilities.
    Gajria M, Salvia J.
    Except Child; 1992 May; 58(6):508-16. PubMed ID: 1592077
    [Abstract] [Full Text] [Related]

  • 17. The effect of study skill training on learning disabled students' retelling of expository material.
    Alexander DF.
    J Appl Behav Anal; 1985 May; 18(3):263-7. PubMed ID: 4044460
    [Abstract] [Full Text] [Related]

  • 18.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 19.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 20. The use of hand gestures as self-generated cues for recall of verbally associated targets.
    Frick-Horbury D.
    Am J Psychol; 2002 May; 115(1):1-20. PubMed ID: 11868191
    [Abstract] [Full Text] [Related]

    Page: [Next] [New Search]
    of 9.