An observational study of the developmental sequence of one-to-one correspondence in young children's counting and reading
This study investigated one-to-one correspondence as a basic cognitive function of young children, by examining its application to children's counting and to their recognizing words in beginning reading. Over the course of nine months, data was gathered on a total of forty children in three set...
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| Language: | English |
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University of British Columbia
2010
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| Online Access: | http://hdl.handle.net/2429/26550 |