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Journal of Occupational Therapy, Schools, & Early Intervention Volume 11, 2018 - Issue 4: Written Communication
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Occupational Therapy and Literacy

Kelsey StrongOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USA
, MOTS,
Meredith WolffOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USA
, MOTS,
Caroline MeierOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USA
, MOTS,
Stephaney BublitzOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USA
, MOTS,
Sarah GeboyOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USA
, MOTS,
Sydney MyersOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USA
, MOTS &
Christy Szczech MoserOccupational Therapy Department, Concordia University Wisconsin, Mequon, Wisconsin, USACorrespondence[email protected]
, Ph.D., OTR, FAOTA show all
Pages 485-511 | Received 06 Aug 2018, Published online: 31 Dec 2018

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Read on this site (1)

Laura Bray, Camille Skubik-Peplaski & Kera B. Ackerman. (2021) A Systematic Review of the Effectiveness of Interventions to Improve Handwriting and Spelling in Children with Specific Learning Disabilities. Journal of Occupational Therapy, Schools, & Early Intervention 14:4, pages 437-465.
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Articles from other publishers (1)

Marta Elisa Seoane-Martín & María Carmen Rodríguez-Martínez. (2023) Potential Role of Occupational Therapist Intervention in Elementary School for Children with Additional Support Needs: A Systematic Review. Children 10:8, pages 1291.
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