Isbn: 9781402016202 - handbook of children’s literacy (8 Ergebnisse)

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,1450grams, ISBN:9781402016202.…

Hardcover. Zustand: Nr Fine. No Jacket. Very light external wear to the glazed yellow board binding, a little sunned along the spine. Internally unmarked, appearing unused.

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Zustand: New. In English.

Gebunden. Zustand: New. The multi-disciplinary, multi-cultural view of literacy and the different levels of analysis are unique in this handbook. The multi-disciplinary, multi-cultural view of literacy and the different levels of analysis are unique in this handbook.

Hardcover. Zustand: Brand New. 1st edition. 650 pages. 9.50x6.50x1.50 inches. In Stock.

Zustand: New. Containing analyses at word, text, and cultural levels, this collection of papers offer a multi-disciplinary approach to understand alphabetic literacy. It includes research and advances, investigations in classroom, analyses of literacy acquisition by readers with special needs, linguistic comparisons, and a historical and cultural perspective. Editor(s): Nunes, Terezinha; Bryant, Peter. Num Pages: 790 pages, biography. BIC Classification: CFC; JNU. Category: (G) General (US: Trade); (P) Professional & Vocational. Dimension: 235 x 155 x 38. Weight in Grams: 1364. . 2003. Hardback. . . . . Books ship from the US and Ireland. …

Buch. Zustand: Neu. Neuware - PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources Do any of them have to be acquired Do different orthographies make quite different demands on the intellect Do people differ significantly from each other in the strength and accessibility of these resources If they do, are these differences an important factor in determining children's success in learning to read and write These are the main questions that the different chapters in this section on Basic Processes set out to answer. …