Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down

Xiao-Lei Wang; Ronan Bernas; Philippe Eberhard

doi:10.1080/09669760125651

Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down

Xiao-Lei Wang, Ronan Bernas, Philippe Eberhard

Eastern Illinois University

Producción científica › revisión exhaustiva

Idioma original	American English
Publicación	International Journal of Early Years Education
Volumen	9
DOI	https://doi.org/10.1080/09669760125651
Estado	Published - mar 1 2001

Disciplines

Psychology
Curriculum and Instruction

Acceder al documento

10.1080/09669760125651Licencia: Unspecified

Otros archivos y enlaces

https://eric.ed.gov/?id=EJ631489

Citar esto

Wang, X.-L., Bernas, R., & Eberhard, P. (2001). Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down. International Journal of Early Years Education, 9. https://doi.org/10.1080/09669760125651

Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down. / Wang, Xiao-Lei; Bernas, Ronan; Eberhard, Philippe.
En: International Journal of Early Years Education, Vol. 9, 01.03.2001.

Producción científica › revisión exhaustiva

Wang, X-L, Bernas, R & Eberhard, P 2001, 'Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down', International Journal of Early Years Education, vol. 9. https://doi.org/10.1080/09669760125651

Wang XL, Bernas R, Eberhard P. Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down. International Journal of Early Years Education. 2001 mar 1;9. doi: 10.1080/09669760125651

Wang, Xiao-Lei ; Bernas, Ronan ; Eberhard, Philippe. / Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down. En: International Journal of Early Years Education. 2001 ; Vol. 9.

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