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The Effect of Verbal Working Memory Intervention on the Reading Performance of Students with Specific Learning Disabilities

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dc.contributor.authorAKSOY, VEYSEL
dc.contributor.authorVeysel Aksoy
dc.contributor.orcid0000-0002-5590-5478
dc.contributor.orcid0000-0003-1020-8326
dc.date.accessioned2025-11-13T11:14:18Z
dc.date.issued2025-03-13
dc.identifier.doihttps://doi.org/10.3390/bs15030356
dc.identifier.endpage356
dc.identifier.issn2076-328X
dc.identifier.issue3
dc.identifier.openalexW4408410471
dc.identifier.startpage356
dc.identifier.urihttps://hdl.handle.net/11421/6140
dc.identifier.urihttps://doi.org/10.3390/bs15030356
dc.identifier.volume15
dc.language.isoen
dc.relation.ispartofBehavioral Sciences
dc.rightsopenAccess
dc.subjectFluency
dc.subjectWorking memory
dc.subjectReading comprehension
dc.subjectReading (process)
dc.subjectPsychological intervention
dc.subjectPsychology
dc.subjectComprehension
dc.subjectLearning disability
dc.subjectCognition
dc.subjectIntervention (counseling)
dc.subjectCognitive psychology
dc.subjectAffect (linguistics)
dc.subjectShort-term memory
dc.subjectTest (biology)
dc.subjectVerbal fluency test
dc.subjectDevelopmental psychology
dc.subjectComputer science
dc.subjectNeuropsychology
dc.subjectMathematics education
dc.subjectCommunication
dc.subjectLinguistics
dc.subject.sdg4
dc.titleThe Effect of Verbal Working Memory Intervention on the Reading Performance of Students with Specific Learning Disabilities
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5088003063

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