Hacia un enfoque comprensivo de diagnósticos inespecíficos de alumnos con dificultades para el aprendizaje escolar
Abstract
This study intends to inquiry the construct underlying a broad variability ofunespecific diagnoses, on students with school learning difficulties, diseminated in
the scientific literature and presented as different gnoseological entities. The
finding expose the presence of a general factor that explains greatly the variance in
space data, wich denotes the existence of a one-factor discriminant analysis
clarifies those items or symptoms discriminate students with learning difficulties
from the regular students according to the ratings of their respctive teachers.
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