Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review

  • Reagan Murnan, Ph.D (Author) Wichita State University image/svg+xml
    Reagan Murnan, M. ED., is an Assistant Professor of special education and the co-chair of the high-incidence disabilities program. Before joining the Intervention Services and Leadership in Education team at Wichita State University, Reagan earned both her bachelors and masters from George Mason University. She plans to successfully defend her dissertation and earn her Ph.D., Spring 2023. Her research interests include special education teacher preparation, writing for students with disabilities, and digital literacy. Reagan is an affiliate member of the ARISE (Achieving Results in Special Education) Research Collaborative, which serves as a link between research and practice for schools and the community. In her free time, Reagan enjoys cheering for DC sports teams and cooking.
DOI
https://doi.org/10.64546/jaasep.523
Abstract
Previous research investigating spelling interventions for students with learning disabilities (LD) are synthesized. A comprehensive search of the professional literature between 1990 and 2020 yielded a total of 19 elementary studies and 20 secondary intervention studies that delivered spelling interventions to students with LD and measured spelling outcomes. Additionally, this review of the research examines, journal outlets, intervention setting, intervention type, design, and outcome measures, related to the aforementioned spelling interventions. Findings revealed that the topic of spelling interventions for students with LD presents an ecological balance among journal outlets. Additionally, interventions employed, and measures used to assess spelling outcomes, were diverse among the elementary and secondary level. Implications and directions for future research are discussed.
Keywords
Elementary School Students, Intervention, Learning Disabilities, Secondary School Students, Spelling, Students with Disabilities
References

Abbott, S. P., & Berninger, V. W. (1999). It’s never too late to remediate: Teaching word recognition to students with reading disabilities in grades 4–7. Annals of Dyslexia, 49(1), 221-250. DOI: https://doi.org/10.1007/s11881-999-0025-x

Aguirre, A. A., & Rehfeldt, R. A. (2015). An evaluation of instruction in visual imagining on the written spelling performance of adolescents with learning disabilities. The Analysis of verbal behavior, 31(1), 118-125. https://doi.org/10.1007/s40616-015-0028-0 DOI: https://doi.org/10.1007/s40616-015-0028-0

Alber, S. R., & Walshe, S. E. (2004). When to self-correct spelling words: A systematic replication. Journal of Behavioral Education, 13(1), 51-66. DOI: https://doi.org/10.1023/B:JOBE.0000011260.12674.a3

Apel, K., Wilson-Fowler, E. B., Brimo, D., & Perrin, N. A. (2012). Metalinguistic contributions to reading and spelling in second and third grade students. Reading and writing, 25(6), 1283-1305. https://doi.org/10.1007/s11145-011-9317-8 DOI: https://doi.org/10.1007/s11145-011-9317-8

August, D., & Shanahan, T. (2017). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Routledge. DOI: https://doi.org/10.4324/9781315094922

Bailey, B., Ganesalingam, K., Arciuli, J., Bale, G., Drevensek, S., Hodge, M. A., ... & Silove, N. (2021). Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting. Child Language Teaching and Therapy. https://doi.org/10.02656590211019446 DOI: https://doi.org/10.1177/02656590211019446

Beers, S. F., Berninger, V., Mickail, T., & Abbott, R. (2018). Online writing processes in translating cognition into language and transcribing written language by stylus and keyboard in upper elementary and middle school students with persisting dysgraphia or dyslexia. Learning disabilities (Weston, Mass.), 23(2). https://doi.org10.18666/LDMJ-2018-V23-I2-9008 DOI: https://doi.org/10.18666/LDMJ-2018-V23-I2-9008

Berninger, V., Abbott, R., Rogan, L., Reed, E., Abbott, S., Brooks, A., ... & Graham, S. (1998). Teachingspelling to children with specific learning disabilities: The mind's ear and eye beat the computer or pencil. Learning Disability Quarterly, 21(2), 106-122. DOI: https://doi.org/10.2307/1511340

Berninger, V. W., Richards, T. L., & Abbott, R. D. (2015). Differential diagnosis of dysgraphia, dyslexia, and OWL LD: Behavioral and neuroimaging evidence. Reading and writing, 28(8), 1119-1153. https://doi.org/10.1007/s11145-015-9565-0 DOI: https://doi.org/10.1007/s11145-015-9565-0

Birch, B. M., & Fulop, S. (2020). English L2 reading: Getting to the bottom. Routledge. DOI: https://doi.org/10.4324/9780429397783

Breach, C., McLaughlin, T. F., & Derby, K. M. (2016). An Evaluation of Copy Cover and Compare Spelling Intervention for an Elementary Student with Learning Disabilities: A Replication. Journal on Educational Psychology, 9(3), 24-31. DOI: https://doi.org/10.26634/jpsy.9.3.3770

Brooks, A., Vaughan, K., & Berninger, V. (1999). Tutorial interventions for writing disabilities: Comparison of transcription and text generation processes. Learning Disability Quarterly, 22(3), 183-190. DOI: https://doi.org/10.2307/1511285

Bos, C. S., & Vaughn, S. (2006). Coordinating instruction, collaborating, and coteaching. Strategies for teaching students with learning and behavior problems, 456-493.

Bray, L., Skubik-Peplaski, C., & Ackerman, K. B. (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, 1-29. https://doi.org/10.1080/19411243.2021.1934227 DOI: https://doi.org/10.1080/19411243.2021.1934227

Burks, M. (2004). Effects of classwide peer tutoring on the number of words spelled correctly by students with LD. Intervention in School and Clinic, 39(5), 301-304. DOI: https://doi.org/10.1177/10534512040390050701

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. https://doi.org/10.1177/1529100618772271 DOI: https://doi.org/10.1177/1529100618772271

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach. Los Angeles, CA: SAGE.

Darch, C., Kim, S., Johnson, S., & James, H. (2000). The Strategic Spelling Skills of Students with Learning Disabilities: The Results of Two Studies. Journal of Instructional Psychology, 27(1).

Datchuk, S. M., & Dembek, G. A. (2018). Adapting a sentence intervention with spelling and handwriting support for elementary students with writing difficulties: A preliminary investigation. Insights into Learning Disabilities, 15(1), 7-27.

Dewitz, P., & Jones, J. (2013). Using basal readers: From dutiful fidelity to intelligent decision making. The Reading Teacher, 66(5), 391-400. https://doi.org/10.1002/TRTR.01134 DOI: https://doi.org/10.1002/TRTR.01134

Duke, N. K., & Mallette, M. H. (Eds.). (2011). Literacy research methodologies (2nd ed.). New York, NY: Guilford Press.

Evmenova, A. S., Graff, H. J., Jerome, M. K., & Behrmann, M. M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170-182. DOI: https://doi.org/10.1111/j.1540-5826.2010.00315.x

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford.

Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G. (2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1-20. https://doi.org/10.1080/00461520.2019.1659794 DOI: https://doi.org/10.1080/00461520.2019.1659794

Good III, R. H., Simmons, D. C., & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School psychology review, 27(1), 45-56. https://doi.org/10.1080/02796015.1998.12085896 DOI: https://doi.org/10.1080/02796015.1998.12085896

Goodman, A., McLaughlin, T. F., Derby, K. M., & Everson, M. (2015). The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities. Educational Research Quarterly, 38(3), 3-31.

Graham, S., Collins, A. A., & Rigby-Wills, H. (2017). Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis. Exceptional Children, 83, 199–218. https://doi.org/10.1177/0014402916664070 DOI: https://doi.org/10.1177/0014402916664070

Graham, S., Fishman, E. J., Reid, R., & Hebert, M. (2016). Writing characteristics of students with attention deficit hyperactivity disorder: A meta-analysis. Learning Disabilities Research & Practice, 3, 75–89. https://doi.org/10.1111/ldrp.120999 DOI: https://doi.org/10.1111/ldrp.12099

Graham, S., Harris, K. R., & Chorzempa, B. F. (2002). Contribution of spelling instruction to the spelling, writing, and reading of poor spellers. Educational Psychology, 94(4), 669–686. https://doi.org/10.1037//022-0663.94.4.669 DOI: https://doi.org/10.1037//0022-0663.94.4.669

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of educational psychology, 104(4), 879. https://doi.org/10.1037/a0029185 DOI: https://doi.org/10.1037/a0029185

Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703–1743. https://doi.org/10.1007/s11145-014-9517-0 DOI: https://doi.org/10.1007/s11145-014-9517-0

Grskovic, J. A., & Belfiore, P. J. (1996). Improving the spelling performance of students with disabilities. Journal of Behavioral Education, 6(3), 343-354. DOI: https://doi.org/10.1007/BF02110135

Harris, K. R., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157. DOI: https://doi.org/10.1177/00224669050390030201

Hebert, M., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech, and Hearing Services in Schools, 49(4), 843-863. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024 DOI: https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024

Higgins, E. L., & Raskind, M. H. (2004). Speech recognition-based and automaticity programs to help students with severe reading and spelling problems. Annals of Dyslexia, 54(2), 365-388. DOI: https://doi.org/10.1007/s11881-004-0017-9

Howard, S., DaDeppo, L. M., & De La Paz, S. (2008). Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities. Teaching Exceptional Children Plus, 4(5), n5.

Jitendra, A. K., Edwards, L. L., Starosta, K., Sacks, G., Jacobson, L. A., & Choutka, C. M. (2004). Early reading instruction for children with reading difficulties: Meeting the needs of diverse learners. Journal of Learning Disabilities, 37(5), 421-439. DOI: https://doi.org/10.1177/00222194040370050501

Joseph, L. M. (1998). Word boxes help children with learning disabilities identify and spell words. The Reading Teacher, 52(4), 348-356.

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of educational Psychology, 80(4), 437. DOI: https://doi.org/10.1037//0022-0663.80.4.437

Kinney, M., Hochstetler, E., McLaughlin, T. F., & Derby, K. M. (2013). The Effects of Cover, Copy, and Compare to Teach Spelling to Middle School Students with Learning Disabilities and OHI. Educational Research Quarterly, 36(4), 25-48.

Kubina, R. M., Young, A., & Kilwein, M. (2004). Examining an effect of fluency: Application of letter sound writing and oral word segmentation to spelling words. Learning Disabilities, 13(1).

Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic reviews and meta-analysis. New York, NY: Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780195326543.001.0001

MacArthur, C. A. (1998). Word processing with speech synthesis and word prediction: Effects on the dialogue journal writing of students with learning disabilities. Learning Disability Quarterly, 21(2), 151-166. DOI: https://doi.org/10.2307/1511342

MacArthur, C. A. (1999). Word prediction for students with severe spelling problems. Learning Disability Quarterly, 22(3), 158-172. DOI: https://doi.org/10.2307/1511283

MacArthur, C. A., Graham, S., Haynes, J. B., & DeLaPaz, S. (1996). Spelling checkers and students with learning disabilities: Performance comparisons and impact on spelling. The Journal of Special Education, 30(1), 35-57. DOI: https://doi.org/10.1177/002246699603000103

Martins, M. A., Albuquerque, A., Salvador, L., & Silva, C. (2013). The impact of invented spelling on early spelling and reading. Journal of Writing Research, 5(2). DOI: https://doi.org/10.17239/jowr-2013.05.02.3

Maughan, B., Messer, J., Collishaw, S., Pickles, A., Snowling, M., Yule, W., & Rutter, M. (2009). Persistence of literacy problems: Spelling in adolescence and at mid-life. Journal of Child Psychology and Psychiatry, 50, 893–901. https://doi.org/10.1111/j.1469-7610.2009.02079.x DOI: https://doi.org/10.1111/j.1469-7610.2009.02079.x

McComas, J. J., Wacker, D. P., Cooper, L. J., Asmus, J. M., Richman, D., & Stoner, B. (1996). Brief experimental analysis of stimulus prompts for accurate responding on academic tasks in an outpatient clinic. Journal of Applied Behavior Analysis, 29(3), 397-401. DOI: https://doi.org/10.1901/jaba.1996.29-397

McFarland, J., Hussar, B., De Brey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., ... & Hinz, S. (2017). The Condition of Education 2017. NCES 2017-144.

National Center for Education Statistics.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research & Practice, 12(1), 16-28.

Morton, W. L., Heward, W. L., & Alber, S. R. (1998). When to self-correct? A comparison of two procedures on spelling performance. Journal of Behavioral Education, 8(3), 321-335. DOI: https://doi.org/10.1023/A:1022871230565

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in his-tory/social studies, science, and technical subjects. Available from http://www.corestandards.org/

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: Government Printing Office.

Niedo, J., Tanimoto, S., Thompson, R. H., Abbott, R. D., & Berninger, V. W. (2016). Computerized instruction in translation strategies for students in upper elementary and middle school grades with persisting learning disabilities in written language. Learning Disabilities (Pittsburgh, Pa.), 21(2), 14. https://doi.org/10.18666/LDMJ-2016-V21-I2-7751 DOI: https://doi.org/10.18666/LDMJ-2016-V21-I2-7751

Nies, K. A., & Belfiore, P. J. (2006). Enhancing spelling performance in students with learning disabilities. Journal of Behavioral Education, 15(3), 163-170. DOI: https://doi.org/10.1007/s10864-006-9017-7

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research & Practice, 12(1), 16-28.

Noell, G. H., Connell, J. E., & Duhon, G. J. (2006). Spontaneous response generalization during whole word instruction: Reading to spell and spelling to read. Behavioral Education, 15(3), 121–130. https://doi.org/10.1007/s10864-006-9016-8 DOI: https://doi.org/10.1007/s10864-006-9016-8

Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998). An evaluation of the dyslexia training program: A multisensory method for promoting reading in students with reading disabilities. Journal of learning disabilities, 31(2), 140-147. DOI: https://doi.org/10.1177/002221949803100204

Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden, MA: Blackwell. DOI: https://doi.org/10.1002/9780470754887

Poplin, M. S., Gray, R., Larsen, S., Banikowski, A., & Mehring, T. (1980). A comparison of components of written expression abilities in learning disabled and non-learning disabled students at three grade levels. Learning Disability Quarterly, 3(4), 46-53. https://doi.org/10.2307/1510674 DOI: https://doi.org/10.2307/1510674

Raskind, M. H., & Higgins, E. L. (1999). Speaking to read: The effects of speech recognition technology on the reading and spelling performance of children with learning disabilities. Annals of Dyslexia, 49(1), 251-281. https://doi.org/10.1007/s11881-999-0026-9 DOI: https://doi.org/10.1007/s11881-999-0026-9

Reid, R., Lienemann, T. O., & Hagaman, J. L. (2013). Strategy instruction for students with learning disabilities. Guilford Publications.

Romani, C., Olson, A., & Di Betta, A. M. (2005). Spelling disorders. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 431–447). Blackwell. DOI: https://doi.org/10.1111/b.9781405114882.2005.00030.x

Santoro, L. E., Coyne, M. D., & Simmons, D. C. (2006). The reading-spelling connection: Developing and evaluating a beginning spelling intervention for children at risk of read-ing disability. Learning Disabilities Research and Practice, 21(2), 122–133. https://doi.org/10.1111/j.1540-5826.2006.00212.x DOI: https://doi.org/10.1111/j.1540-5826.2006.00212.x

Skarr, A., McLaughlin, T. F., Derby, K. M., Meade, K., & Williams, R. L. (2012). A comparison of direct instruction flashcards and cover, copy compare to teach spelling to elementary school students. Academic Research International, 2(2), 247.

Squires, K. E., & Wolter, J. A. (2016). The effects of orthographic pattern intervention on spelling performance of students with reading disabilities: A best evidence synthesis. Remedial and Special Education, 37(6), 357-369. https://doi.org/10.1177/0741932516631115 DOI: https://doi.org/10.1177/0741932516631115

Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77-96. https://doi.org/10.1177/0022219414528540 DOI: https://doi.org/10.1177/0022219414528540

Taylor, L. K., & Alber, S. R. (2003). The effects of classwide peer tutoring on the spelling achievement of first graders with learning disabilities. The Behavior Analyst Today, 4(2), 183-191. https://doi.org/10.1037/h0100113 DOI: https://doi.org/10.1037/h0100113

Telecsan, B. L., Slaton, D. B., & Stevens, K. B. (1999). Peer tutoring: Teaching students with learning disabilities to deliver time delay instruction. Journal of Behavioral Education, 9(2), 133-154. https://doi.org/10.1023/A:1022841001198 DOI: https://doi.org/10.1023/A:1022841001198

Thompson, R., Tanimoto, S., Lyman, R. D., Geselowitz, K., Begay, K. K., Nielsen, K., ... & Berninger, V. (2018). Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction. Education and Information Technologies, 23(3), 1043-1068. https://doi.org/10.1007/s10639-017-9647-5 DOI: https://doi.org/10.1007/s10639-017-9647-5

Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34(1), 33-58. https://doi.org/10.1177/002221940103400104 DOI: https://doi.org/10.1177/002221940103400104

Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S. (2019). Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. Journal of Learning Disabilities, 52(1), 45-58. https://doi.org/10.1177/0022219418775114 DOI: https://doi.org/10.1177/0022219418775114

Van Houten, R., & Van Houten, J. (1991). The effects of breaking new spelling words into small segments on the spelling performance of students with learning disabilities. Journal of Behavioral Education, 1(4), 399-411. https://doi.org/10.1007/BF00946774 DOI: https://doi.org/10.1007/BF00946774

Vaughn, S., Schumm, J. S., & Gordon, J. (1993). Which motoric condition is most effective for teaching spelling to students with and without learning disabilities? Journal of Learning Disabilities, 26(3), 191-198. https://doi.org/10.1177/002221949302600306 DOI: https://doi.org/10.1177/002221949302600306

Vaughn, S. R., Bos, C. S., & Schumm, J. S. (2011). Teaching students who are exceptional, diverse, and at risk in the general education classroom. Pearson.

Vaughn, S., & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 29(2), 46-53. http://doi.org/10.1111/ldrp.12031 DOI: https://doi.org/10.1111/ldrp.12031

Viel-Ruma, K., Houchins, D., & Fredrick, L. (2007). Error self-correction and spelling: Improving the spelling accuracy of secondary students with disabilities in written expression. Journal of Behavioral Education, 16(3), 291-301. https://doi.org/10.1007/s10864-007-9041-2 DOI: https://doi.org/10.1007/s10864-007-9041-2

Walker, B. D., Shippen, M. E., Houchins, D. E., & Cihak, D. F. (2007). Improving the Writing Skills of High School Students with Learning Disabilities Using the. International Journal of Special Education, 22(2), 66-76.

Weiser, B., & Mathes, P. (2011). Using encoding instruction to improve the reading and spelling performances of elementary students at risk for literacy difficulties: A best evidence synthesis. Review of Educational Research, 81, 170–200. https://doi.org/10.3102/0034654310396719 DOI: https://doi.org/10.3102/0034654310396719

Williams, K. J., Walker, M. A., Vaughn, S., & Wanzek, J. (2017). A synthesis of reading and spelling interventions and their effects on spelling outcomes for students with learning disabilities. Journal of Learning Disabilities, 50, 286–297. https://doi.org/10.1177/0022219415619753 DOI: https://doi.org/10.1177/0022219415619753

Zannikos, M. E., McCallum, E., Schmitt, A. J., & Pearson, K. E. (2018). A comparison of the Taped Spelling Intervention and cover, copy, and compare for students with learning disabilities. Journal of Behavioral Education, 27(3), 301-323. https://doi.org/10.1007/s10864-018-9293-z DOI: https://doi.org/10.1007/s10864-018-9293-z

Zielinski, K., McLaughlin, T. F., & Derby, K. M. (2012). The Effect of"" Cover, Copy, and Compare"" on Spelling Accuracy of High School Students with Learning Disabilities. American Secondary Education, 78-95.

There are 84 references in total.
How to Cite
Murnan, R. (2023). Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review. Journal of the American Academy of Special Education Professionals, 18(2), 102-126. https://doi.org/10.64546/jaasep.523

Spring/Summer 2023

Article Information

  • Article Type Articles
  • Submitted April 7, 2023
  • Published June 15, 2023
  • Issue Spring/Summer 2023
  • Section Articles
  • File Downloads 0
  • Abstract Views 0
  • Altmetrics
  • Share
Download data is not yet available.