Temporo-Parietal Brain Activity as a Longitudinal Predictor of Response to Educational Interventions Among Middle School Struggling Readers
Journal of the International Neuropsychological Society - United Kingdom
doi 10.1017/s1355617711000890
Full Text
Open PDFAbstract
Available in full text
Date
July 11, 2011
Authors
Publisher
Cambridge University Press (CUP)