Fischer mary jane (28 Ergebnisse)

Zustand: Good. 0th Edition. Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.…

Zustand: Good. 0th Edition. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Hardcover. Zustand: Very Good. No Jacket. Missing dust jacket; May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Zustand: Very Good. Mind, Brain and Education in Reading Disorders: 11 (Cambridge Studies in Cognitive and Perceptual Development, Series Number 11) 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.…

Hardcover. Zustand: Good. minor wear and creasing tearing.

paperback. Zustand: Like New. Most items will be dispatched the same or the next working day. An apparently unread copy in perfect condition. Dust cover is intact with no nicks or tears. Spine has no signs of creasing. Pages are clean and not marred by notes or folds of any kind.

Paperback. Zustand: As New. No Jacket. Pages are clean and are not marred by notes or folds of any kind. ~ ThriftBooks: Read More, Spend Less.

hardcover. Zustand: Good. Most items will be dispatched the same or the next working day. A copy that has been read but remains in clean condition. All of the pages are intact and the cover is intact and the spine may show signs of wear. The book may have minor markings which are not specifically mentioned.…

Paperback. Zustand: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

Zustand: New. In English.

Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,950grams, ISBN:0520036220. …

Hardcover. Zustand: Fine. Zustand des Schutzumschlags: fine. Definitive edition. Octavo, 533 pages, cloth The definitive, critical text. Issued as Volume 6 of THE WORKS OF MARK TWAIN. P&P here appears for the first time as its author intended. His extensive study notes appear for the first time here in the Appendix. CEEA approved definitive text.…

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Zustand: New. This is a Brand-new US Edition. This Item may be shipped from US or any other country as we have multiple locations worldwide.

Hardcover. Zustand: Very Good. Zustand des Schutzumschlags: Good. Very fine cloth copy in fine dustjacket. xvi, 533 pages, illustrated. Edited by Victor Fischer and Lin Salamo. The Iowa Center for Textual Studies. Volume 6 in the series "The Works of Mark Twain".

Zustand: New. pp. 352 37 Illus.

Hardcover. Zustand: Very Good. light foxing to top page edges.

Zustand: Very Good.

Taschenbuch. Zustand: Neu. Neuware.

1979, 1st Thus. (Cloth) Near fine in very good plus dust jacket. 533pp. Illus. Yellow wraps faded to white at spine. Vol. 6 in the WORKS of MARK TWAIN published for the Iowa Center for Textual Studies.

Zustand: New.

Paperback. Zustand: Brand New. reprint edition. 333 pages. 8.75x6.00x0.75 inches. In Stock.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.…

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.…

Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 352 | Sprache: Englisch | Produktart: Bücher | One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and, finally, what the future holds for relating mind, brain, and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.…

Zustand: New. In English.

Zustand: New. Explains why reading disorders have been hard to identify and how mind, brain and education can help to understand them. Editor(s): Fischer, Kurt W.; Bernstein, Jane Holmes; Immordino-Yang, Mary Helen. Series Editor(s): Butterworth, George; Hatano, Giyoo; Fischer, Kurt W.; Greenfield, Patricia M.; Harris, Paul; Stern, Daniel. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 352 pages, 37 b/w illus. 15 tables. BIC Classification: JMC; JNC; MJN. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 24. Weight in Grams: 690. . 2007. Illustrated. hardcover. . . . . Books ship from the US and Ireland. …

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read How does experience shape the development of reading skills How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.…