Four students with MD were selected from Grades 2-4 of an elementary school as participants in this study. Small-n ABC design was employed to assess the effect of remediation instruction.
本研究采用小样本abc实验设计，以4名数学学习困难学生为被试评估了加减应用题补救教学的效果。
Four students with MD were selected from Grades 2-4 of an elementary school as participants in this study. Small-n ABC design was employed to assess the effect of remediation instruction.
本研究采用小样本abc实验设计，以4名数学学习困难学生为被试评估了加减应用题补救教学的效果。
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