Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
9737585 | International Journal of Nursing Studies | 2005 | 13 Pages |
Abstract
Conclusion: The findings provide tentative support for the idea that some tasks might be problematic for the clinician with dyslexia. Taken in isolation however, it would be inappropriate to conclude that this will necessarily translate into true performance errors without taking into consideration the entire performance context. Suggestions are made for replicating and extending the study to provide a more solid and constructive basis for intervention (e.g. support measures, a built-in checking process).
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Authors
Lynne J. Millward, Karen Bryan, John Everatt, Rachel Collins,