9780521621847 - learning to read and write: a cross-linguistic perspective (cambridge studies in cognitive and perceptual development 2) (7 Ergebnisse)
- Hardcover
Anbieter: Anybook.com, Lincoln, Vereinigtes KönigreichAnybook.com
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EUR 12,19
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Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Clean from markings. 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,600grams, ISBN:0521621844.
- Hardcover
Anbieter: Anybook.com, Lincoln, Vereinigtes KönigreichAnybook.com
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EUR 14,82
EUR 15,92 VersandVersand von Vereinigtes Königreich nach USAAnzahl: 1 verfügbar
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. Dust jacket in good condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,650grams, ISBN:9780521621847.
- Hardcover
- Erstausgabe
Anbieter: Fireside Bookshop, Stroud, GLOS, Vereinigtes KönigreichFireside Bookshop
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EUR 18,09
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Cloth. Zustand: Good. Zustand des Schutzumschlags: Good. First Edition. Type: Book PLEASE NOTE LEAN TO BOOK CONTENTS STILL OK.Small plain label inside cover.
- Hardcover
Anbieter: Buchpark, Trebbin, DeutschlandBuchpark
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EUR 17,42
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Zustand: Gut. Zustand: Gut | Seiten: 264 | Sprache: Englisch | Produktart: Bücher | 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.
- Hardcover
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes KönigreichRia Christie Collections
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EUR 140,28
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Zustand: New. In.
- Hardcover
Anbieter: Kennys Bookstore, Olney, MD, USAKennys Bookstore
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EUR 199,62
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Zustand: New. Cross-linguistic perspective on how children learn to read and write in different languages and scripts. Editor(s): Harris, Margaret; Hatano, Giyoo. Series: Cambridge Studies in Cognitive & Perceptual Development. Num Pages: 264 pages, 1 b/w illus. 21 tables. BIC Classification: CFDC; JMC. Category: (P) Professiona…l & Vocational. Dimension: 228 x 152 x 19. Weight in Grams: 550. . 1999. Illustrated. hardcover. . . . . Books ship from the US and Ireland.
- Hardcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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EUR 182,05
EUR 62,92 VersandVersand von Deutschland nach USAAnzahl: 1 verfügbar
Buch. Zustand: 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 - whether they hav…e less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, 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.
