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Publicado por Psychology Press 18/04/2002, 2002
ISBN 10: 1841691925ISBN 13: 9781841691923
Librería: AwesomeBooks, Wallingford, Reino Unido
Libro
Condición: Very Good. This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .
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Nuevo desde EUR 56,18
Usado desde EUR 4,16
Encuentre también Tapa blanda Original o primera edición
Publicado por Psychology Press Ltd, 1994
ISBN 10: 0863772803ISBN 13: 9780863772801
Librería: WeBuyBooks, Rossendale, LANCS, Reino Unido
Libro
Condición: Good. Most items will be dispatched the same or the next working day.
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Nuevo desde EUR 60,03
Usado desde EUR 0,92
Encuentre también Tapa blanda
Publicado por unknown, 1997
ISBN 10: 4623027341ISBN 13: 9784623027347
Librería: Wonder Book, Frederick, MD, Estados Unidos de America
Libro
Condición: As New. Like New condition. Like New dust jacket. Japanese edition. A near perfect copy that may have very minor cosmetic defects.
Librería: Antikvariat Faust, Göteborg, Suecia
Psychology Press, Hove 1998. x, 277 pp. Paperback. Good condition.
Publicado por Taylor & Francis 1998-12-03, Hove, 1998
ISBN 10: 0863775497ISBN 13: 9780863775499
Librería: Blackwell's, London, Reino Unido
Libro
paperback. Condición: New. Language: ENG|ITA.
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Nuevo desde EUR 40,69
Usado desde EUR 87,74
Encuentre también Tapa blanda
Librería: Librairie Chat, Beijing, China
Condición: Fine. Number of pages: 341.
Librería: Librairie Chat, Beijing, China
Condición: Fine. Number of books: 1 book.
Publicado por Cambridge University Press, 2006
ISBN 10: 0521027187ISBN 13: 9780521027182
Librería: AHA-BUCH GmbH, Einbeck, Alemania
Libro
Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts, it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even nonexistent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master. Researchers in psycholinguistics and educational psychology will welcome this important volume.
Publicado por Psychology Press 2015-11-26, 2015
ISBN 10: 1138130915ISBN 13: 9781138130913
Librería: Chiron Media, Wallingford, Reino Unido
Libro
Hardcover. Condición: New.
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Nuevo desde EUR 137,78
Publicado por Psychology Press 2002-04-18, 2002
ISBN 10: 1841691100ISBN 13: 9781841691107
Librería: Chiron Media, Wallingford, Reino Unido
Libro
Hardcover. Condición: New.
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Nuevo desde EUR 146,78
Publicado por Cambridge University Press, 1999
ISBN 10: 0521621844ISBN 13: 9780521621847
Librería: AHA-BUCH GmbH, Einbeck, Alemania
Libro
Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts, it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even nonexistent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master. Researchers in psycholinguistics and educational psychology will welcome this important volume.