Verlag: Psychology Pre, 1990
ISBN 10: 0863771513 ISBN 13: 9780863771514
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Paperback. Zustand: Good. The book has been read but remains in clean condition. All pages are intact and the cover is intact. Some minor wear to the spine.
Verlag: Psychology Pre, 1990
ISBN 10: 0863771513 ISBN 13: 9780863771514
Anbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.
Verlag: Psychology Pre, 1990
ISBN 10: 0863771513 ISBN 13: 9780863771514
Anbieter: Books From California, Simi Valley, CA, USA
paperback. Zustand: Good. minor wear and creasing.
Verlag: Taylor & Francis Group, 1990
ISBN 10: 0863771505 ISBN 13: 9780863771507
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Good. 0th Edition. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.
Verlag: Psychology Press, 1990
ISBN 10: 0863771505 ISBN 13: 9780863771507
Anbieter: WeBuyBooks, Rossendale, LANCS, Vereinigtes Königreich
Zustand: Good. Most items will be dispatched the same or the next working day. Ex library copy with usual stamps & stickers.
Verlag: Psychology Pre, 1990
ISBN 10: 0863771513 ISBN 13: 9780863771514
Anbieter: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Irland
Zustand: Very Good. 1990. Paperback. Good clean copy with minor shelf wear. . . . .
Verlag: Lawrence Erlbaum Associates, 1990
ISBN 10: 0863771505 ISBN 13: 9780863771507
Anbieter: Anybook.com, Lincoln, Vereinigtes Königreich
Zustand: Poor. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Book contains pencil markings. In poor condition, suitable as a reading copy. No dust jacket. Library sticker on front cover.
Verlag: Lawrence Erlbaum Associates, 1990
ISBN 10: 0863771505 ISBN 13: 9780863771507
Anbieter: Anybook.com, Lincoln, Vereinigtes Königreich
Zustand: Poor. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. Book contains pencil markings. In poor condition, suitable as a reading copy. No dust jacket. Library sticker on front cover.
Verlag: Routledge, 2016
ISBN 10: 1138907480 ISBN 13: 9781138907485
Anbieter: Monster Bookshop, Fleckney, Vereinigtes Königreich
paperback. Zustand: New. BRAND NEW ** SUPER FAST SHIPPING FROM UK WAREHOUSE ** 30 DAY MONEY BACK GUARANTEE.
Verlag: Taylor & Francis Mai 2016, 2016
ISBN 10: 1138907480 ISBN 13: 9781138907485
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. It includes a new introduction from the authors which evaluates research from the past 25 years. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.
Verlag: Taylor & Francis, 2016
ISBN 10: 1138907480 ISBN 13: 9781138907485
Anbieter: moluna, Greven, Deutschland
Kartoniert / Broschiert. Zustand: New. In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for childre.
Verlag: Routledge Mai 2016, 2016
ISBN 10: 1138907456 ISBN 13: 9781138907454
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. It includes a new introduction from the authors which evaluates research from the past 25 years. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.