Research and Teachers: The Interface Remains Fractured.

Chandler, Harry N.

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Peer reviewed

ERIC Number: EJ256574

Record Type: CIJE

Publication Date: 1981-Dec

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Research and Teachers: The Interface Remains Fractured.

Chandler, Harry N.

Journal of Learning Disabilities, v14 n10 p604-07 Dec 1981

The author considers reasons for the time delay between research findings and classroom application, examines research on teaching math and spelling to the learning disabled (LD) student, and reviews the status of the controversy over process or modality training for LD students. (CL)

Descriptors: Elementary Secondary Education, Learning Disabilities, Learning Modalities, Mathematics Instruction, Research Problems, Research Utilization, Spelling Instruction

Publication Type: Journal Articles; Information Analyses; Opinion Papers

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Language: English

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