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|a 37.013
|2 1991
|
| 700 |
1 |
|
|a Ehri, Linnea C.
|e ed.
|9 56244
|
| 700 |
1 |
|
|a Metsala, Jamie L.
|e ed.
|9 56245
|
| 700 |
1 |
2 |
|a Scher, Deborah
|9 399942
|
| 700 |
1 |
2 |
|a Mistretta, Jennifer
|9 56247
|
| 700 |
1 |
2 |
|a Fernandez-Fein, Sylvia
|9 56248
|
| 700 |
1 |
2 |
|a Torgesen, Joseph K.
|9 56249
|
| 700 |
1 |
2 |
|a Gaskins, Irene W.
|9 56250
|
| 700 |
1 |
2 |
|a Cunningham, Anne E.
|9 56251
|
| 700 |
1 |
2 |
|a Treiman, Rebecca
|9 56252
|
| 700 |
1 |
2 |
|a Baker, Linda
|9 56253
|
| 700 |
1 |
2 |
|a Walley, Amanda C.
|9 56254
|
| 700 |
1 |
2 |
|a Stahl, Steven A.
|9 56255
|
| 700 |
1 |
2 |
|a Stanovich, Keith E.
|9 56256
|
| 700 |
1 |
2 |
|a Ehri, Linnea C.
|9 56244
|
| 700 |
1 |
2 |
|a Calfee, Robert
|9 56257
|
| 700 |
1 |
2 |
|a Wharton-McDonald, Ruth
|9 53888
|
| 700 |
1 |
2 |
|a Siegel, Linda S.
|9 56259
|
| 700 |
1 |
2 |
|a Ring, Jerry
|9 56260
|
| 700 |
1 |
2 |
|a Wise, Barbara W.
|9 56261
|
| 700 |
1 |
2 |
|a Olson, Richard K.
|9 56262
|
| 700 |
1 |
2 |
|a Metsala, Jamie L.
|9 56245
|
| 700 |
1 |
2 |
|a Brown, Gordon D.A.
|9 56263
|
| 700 |
1 |
2 |
|a Pressley, Michael
|9 53886
|
| 700 |
1 |
2 |
|a Tracey, Diane H.
|9 56265
|
| 700 |
1 |
2 |
|a Morrow, Leslie Mandel
|9 56266
|
| 700 |
1 |
2 |
|a Goswami, Usha
|9 56267
|
| 700 |
1 |
2 |
|a Burgess, Stephen R.
|9 56268
|
| 700 |
1 |
2 |
|a Murray, Bruce
|9 56269
|
| 245 |
0 |
0 |
|a Word recognition in beginning literacy /
|c edited by Jamie L. Metsala ; Linnea C. Ehri.
|
| 260 |
|
|
|a Nueva Jersey :
|b Lawrence Erlbaum Associates,
|c 1998.
|
| 300 |
|
|
|a x, 403 p. :
|b tablas, gráficos
|
| 505 |
0 |
0 |
|t Grapheme, phoneme knowledge is essential for learning to read words in english /
|r Linnea C. Ehri --
|t The role of analogies in the development of word recognition /
|r Usha Goswami --
|t Issues involved in defining phonological awareness and its relation to early reading /
|r Steven A. Stahl, Bruce Murray --
|t Spoken vocabulary growth and the segmental restructuring of lexical representations : Precursors to phonemic awareness and early reading ability /
|r Jamie L. Metsala, Amanda C. Walley --
|t The endpoint of skilled word recognition : The ROAR model /
|r Gordon D.A. Brown --
|t Phonological processing deficits and reading disabilities /
|r Linda S. Siegel --
|t Consistency of reading related phonological processes throughout early childhood : Evidence from longitudinal correlational and instructional studies /
|r Joseph K. Torgesen, Stephen R. Burgess --
|t Interactive computer support for improving phonological skills /
|r Barbara W. Wise, Richard K. Olson, Jerry Ring --
|t A beginning literacy program for at risk and delayed readers /
|r Irene W. Gaskins --
|t The impact of print exposure on word recognition /
|r Anne E. Cunningham, Keith E. Stanovich --
|t Home experiences related to the development of word recognition /
|r Linda Baker, Sylvia Fernandez-Fein, Deborah Scher --
|t Why spelling? The benefits of incorporating spelling into beginning reading instruction /
|r Rebecca Treiman --
|t Phonics and phonemes : Learning to decode and spell in a literature based program /
|r Robert Calfee --
|t Motivating contexts for young children'literacy development : Implications for word recognition /
|r Diane H. Tracey, Leslie Mandel Morrow --
|t Effective beginning literacy instruction : Dialectical, scaffolded, and contextualized /
|r Michael Pressley, Ruth Wharton-McDonald, Jennifer Mistretta
|
| 690 |
1 |
4 |
|a Educación
|9 139
|
| 650 |
2 |
4 |
|a Educación lingüística
|9 10091
|
| 650 |
2 |
4 |
|a Enseñanza de la lectura
|9 16984
|
| 650 |
2 |
4 |
|a Enseñanza del vocabulario
|9 480970
|
| 650 |
2 |
4 |
|a Fonología
|9 12395
|
| 650 |
2 |
4 |
|a Fonética
|9 16943
|
| 650 |
2 |
4 |
|a Procesos de aprendizaje
|9 22225
|
| 650 |
2 |
4 |
|a Trastornos del aprendizaje
|9 479793
|
| 650 |
2 |
4 |
|a Niños
|9 22670
|
| 650 |
2 |
4 |
|a Alfabetización
|9 28205
|
| 650 |
2 |
4 |
|a Programas de lectura
|9 479666
|
| 942 |
|
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|b COLECCION ABIERTA PLANTA BAJA
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