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Word recognition in beginning literacy / compil. Jamie Metsala ; co-aut. Linnea Ehri
Ligado a: Effective beginning literacy instruction : dialectical, scaffolded, and contextualizedLigado a: Motivating contexts for young children's literacy development : implications for word recognitionLigado a: Phonics and phonems : learning to decode and spell in a literature-based programLigado a: Why spelling? the benefits of incorporating spelling into beginning reading instructionLigado a: Home experiences related to the development of word recognitionLigado a: Impact of print exposure on word recognitionLigado a: Beginning literacy program for at-risk and delayed readersLigado a: Intearcative computer support for improving phonological skillsLigado a: Consistency of reading-related phonological processes throughout early childhood : evidence from longitudinal- ....Ligado a: Phonological processing deficits and reading disabilitiesLigado a: Endpoint of skilled word recognition : the roar modelLigado a: Spoken vocabulary growth and the segmental restructuring of lexical representations : precursors to phonemic awareness...Ligado a: Issues involved in defining phonological awareness and its relation to early readingLigado a: Role of analogies in the development of word recognitionLigado a: Grapheme-phoneme knowledge is essential for learning to read words in englishPublicação: Mahwah : Lawrence Erlbaum, 1998Descrição: 403 p.Assunto - Nome comum: Psicologia Educacional Classificação: 3500 - Psicologia Educacional Recursos em linha:Clicar aqui para aceder online Tipo de documento:| Tipo de documento | Biblioteca | Cota | Estado | Data de devolução | Código de barras | |
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Indefinido
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Biblioteca ISPA | E2 METS/J1 | Disponível | 11371 |
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