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dc.contributor.authorMaddux, Cleborne Dawson
dc.creatorMaddux, Cleborne Dawsonen_US
dc.date.accessioned2013-05-09T10:19:26Z
dc.date.available2013-05-09T10:19:26Z
dc.date.issued1977en_US
dc.identifier.urihttp://hdl.handle.net/10150/289693
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectLearning disabilities.en_US
dc.subjectRemedial teaching.en_US
dc.subjectLearning, Psychology of.en_US
dc.titleTHE EFFECTS OF REMEDIAL METHODS BASED ON A STAGE THEORY OF DEVIANCE ON ACHIEVEMENT TEST SCORES OF LEARNING-DISABLED CHILDRENen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc5135094en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest7805674en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b23978442en_US
refterms.dateFOA2018-07-02T04:38:04Z


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