000 02121nam a2200385 4500
001 8445
090 _a8445
100 _a20040322 1997 y0pory5003 ba
200 1 _aLearning to spell
_eresearch, theory, and practice across languages
_fcompil. Charles Perfetti
_gco-aut. Laurence Rieben
_gco-aut. Michel Fayol
210 _aMahwah
_cLowrence Erlbaum
_d1997
215 _a370 p.
464 1 _tBeginning reading and spelling acquisition in french : a logitudinal study
_074694
464 1 _tFoundations of orthographic development
_074695
464 1 _tRelations between word-search strategies and word-copying strategies in children aged 5 to 6 years old
_074696
464 1 _tInteractions in the development of reading ans spelling : stages, strategies, and exchange of knowledge
_074697
464 1 _tLearning to read and learning to spell are one and the same, almost
_074698
464 1 _tChildren's use of analogy in learning to read and to spell
_074699
464 1 _tInhibition of polygraphic consonants in spelling hebrew : evidence for recurrent assembly of spelling and phonology in...
_074700
464 1 _tWhy spelling is more difficult than reading
_074701
464 1 _tSpelling and grammar : the necsed move
_074702
464 1 _tLearning to spell in the classroom
_074703
464 1 _tLexical spelling processes in reading disabled french-speaking children
_074704
464 1 _tDevelopment of the understanding of number morphology in written french
_074705
464 1 _tHow learning to spell german differs from learning to spell english
_074706
464 1 _tSpelling acquisition in english
_074707
464 1 _tCognitive neuropsychology of spelling
_074708
464 1 _tPsycholinguistics of spelling and reading
_074709
464 1 _tFrom writing to ortography : the functions and limits of the notion of system
_074710
606 1 _aPsicologia Educacional
686 _a3500 - Psicologia Educacional
702 1 _aPerfetti
_bCharles
702 1 _aRieben
_bLaurence
702 1 _aFayol
_bMichel
856 4 _uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e.htm