Comparing remote <i>versus</i> in-person assessment of learning skills in children with specific learning disabilities.

Moreover, the interaction between assessment type and administration order ( F 1,74 = 17.529, p < 0.001, η 2 =.192) was significant, and the interaction between assessment type, diagnosis, and administration order showed a trend toward significance ( F 1,74 = 3.772, p = 0.056, η 2 =.049).

also in 3,729 other papers