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  • 1
    Book
    Book
    Time : histories and ethnologies (1995)
    Ann Arbor : Univ. of Michigan Press
    Details
    ISBN: 047209579x , 0472065793
    Language: English
    Pages: XI, 306 S.
    Edition: 1. [Dr.]
    Series Statement: The comparative studies in society and history book series
    DDC: 304.23
    RVK:
    MR 7100
    Keywords: Geschichte ; Raum ; Zeit ; Anthropologie ; Aufsatzsammlung
    URL: Inhaltsverzeichnis
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    HeBIS
  • 2
    Online Resource
    Online Resource
    Learning From Children Who Read at an Early Age (2012)
    Hoboken : Taylor and Francis
    Details
    ISBN: 9780415174947
    Language: English
    Pages: Online-Ressource (190 p)
    Parallel Title: Print version Learning From Children Who Read at an Early Age
    DDC: 302.2244083
    Keywords: Electronic books
    Abstract: The book is the result of a three-year research project in which the authors studied a group of children who learnt to read without being taught
    Description / Table of Contents: BOOK COVER; TITLE; COPYRIGHT; CONTENTS
    Note: Description based upon print version of record
    URL: Volltext
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    GBV
  • 3
    Online Resource
    Online Resource
    Learning From Children Who Read at an Early Age (1999)
    London : Taylor and Francis | Ann Arbor, Michigan : ProQuest
    Details
    ISBN: 9780203201237
    Language: English
    Pages: 1 Online-Ressource (190 pages)
    Edition: 1st ed.
    DDC: 302.2244083
    Abstract: Learning From Children Who Read at an Early Age is the result of a three-year research project in which the authors studied a group of children who learnt to read without being taught, from before they started school until the end of Year 2 when they were given their first National Curriculum assessments. Using this study as a framework for examining how children make progress over their time in Key Stage 1 across a range of literacy skills, the authors suggest guidelines which teachers can use to help all children progress with reading.
    Note: Description based on publisher supplied metadata and other sources
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HeBIS
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