The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /

Bibliographic Details
Main Author:	Prewett, Peter Norman
Language:	English
Published:	The Ohio State University / OhioLINK 1991
Subjects:	Education
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485810577

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-osu14876874858105772021-08-03T06:55:52Z The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students / Prewett, Peter Norman Education 1991 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485810577 http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485810577 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Education
spellingShingle	Education Prewett, Peter Norman The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
author	Prewett, Peter Norman
author_facet	Prewett, Peter Norman
author_sort	Prewett, Peter Norman
title	The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
title_short	The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
title_full	The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
title_fullStr	The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
title_full_unstemmed	The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
title_sort	relationship between the pass model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /
publisher	The Ohio State University / OhioLINK
publishDate	1991
url	http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687485810577
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The relationship between the PASS model (planning, attention, successive, and simultaneous) and academic achievement with normal, learning disabled, and developmentally handicapped students /

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