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Zhuolei Ding1, Chuansheng Chen2, Hongxia Wang3

  • 1Faculty of Education, Beijing Normal University, Beijing, China.

概括

与典型发展 (TD) 同龄人相比,学习障碍 (LD) 的儿童从积极控制他们的学习中获得的益处较小. 这种效应在LD儿童中以后出现,这表明需要量身定制的教育策略.

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