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Effect of simultaneous and successive word processing strategies on the reading recognition, spelling and successive cognitive processing of elementary school learning disabled students deficient in successive cognitive processing

dc.contributor.advisorWarden, Paul George
dc.contributor.authorHobby, Kenneth Lester
dc.date.accessioned2015-11-09T22:38:37Z
dc.date.available2015-11-09T22:38:37Z
dc.date.issued1981-07
dc.identifier.urihttps://hdl.handle.net/11244/21419
dc.formatapplication/pdf
dc.languageen_US
dc.rightsCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.
dc.titleEffect of simultaneous and successive word processing strategies on the reading recognition, spelling and successive cognitive processing of elementary school learning disabled students deficient in successive cognitive processing
dc.contributor.committeeMemberOtey, John W.
dc.contributor.committeeMemberJames, Waynne B.
dc.contributor.committeeMemberGamble, Rondal R.
dc.contributor.committeeMemberGrissom, Stephen E.
osu.filenameThesis-1981D-H682e.pdf
osu.accesstypeOpen Access
dc.type.genreDissertation
dc.type.materialText
thesis.degree.disciplineApplied Behavioral Studies
thesis.degree.grantorOklahoma State University


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