Towards the understanding of the alphabetic principle : conceptual changes as children learn to identify and spell novel words
Although a unifying view of literacy development is already implicit within several studies, much of the knowledge is still fragmented. Hence, practitioners lack a comprehensive theoretical framework within which to articulate their practice. This thesis contributes to this framework by investigatin...
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University College London (University of London)
1999
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536186 |