The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats

MLA

Wieber, Adrianne Essex, et al. “The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats.” Learning Disabilities: A Contemporary Journal, vol. 15, no. 2, Jan. 2017, pp. 239–48. EBSCOhost, widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=EJ1160663&authtype=sso&custid=ns315887.

APA

Wieber, A. E., Evoy, K., McLaughlin, T. F., Derby, K. M., Kellogg, E., Williams, R. L., Peterson, S. M., & Rinaldi, L. (2017). The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats. Learning Disabilities: A Contemporary Journal, 15(2), 239–248.

Chicago

Wieber, Adrianne Essex, Katie Evoy, T. F. McLaughlin, K. Mark Derby, Ethyl Kellogg, Randy Lee Williams, Stephanie Marie Peterson, and Lisa Rinaldi. 2017. “The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats.” Learning Disabilities: A Contemporary Journal 15 (2): 239–48. http://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=eric&AN=EJ1160663&authtype=sso&custid=ns315887.