03481oam 2200697I 450 991045095390332120200520144314.00-415-17494-51-134-68611-01-280-33619-60-203-20123-X10.4324/9780203201237 (CKB)1000000000410664(StDuBDS)AH3704050(SSID)ssj0000281348(PQKBManifestationID)11219439(PQKBTitleCode)TC0000281348(PQKBWorkID)10305998(PQKB)10896854(MiAaPQ)EBC167592(Au-PeEL)EBL167592(CaPaEBR)ebr10054666(CaONFJC)MIL33619(OCoLC)277619011(OCoLC)560070294(EXLCZ)99100000000041066420180331d1999 uy 0engur|||||||||||txtccrLearning from children who read at an early age /Rhona Stainthorp and Diana HughesLondon ;New York :Routledge,1999.1 online resource (x, 179p. ) ill., facsimsBibliographic Level Mode of Issuance: Monograph0-203-28727-4 0-415-17495-3 Includes bibliographical references (p. 167-171) and indexes.1. In the Beginning Reading and Writing 2. The Project 3. The Children 4. Reading 5. Writing 6. Teacher Interviews 7. Interviews with Parents 8. Child Interviews 9. Learning from Successful ReadersThis work 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.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. 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.Reading readinessReading (Early childhood)Language arts (Early childhood)LiteracyElectronic books.Reading readiness.Reading (Early childhood)Language arts (Early childhood)Literacy.372.41/4Stainthorp Rhona.889193Hughes Diana889194MiAaPQMiAaPQMiAaPQBOOK9910450953903321Learning from children who read at an early age1986645UNINA01964nam0 2200457 i 450 VAN013370620230619021014.801N978331910199620210416d2015 |0itac50 baengCH|||| |||||Nuclear Physics: Present and FutureWalter Greiner editorChamSpringer2015x, 309 p.ill.24 cm001VAN01337072001 FIAS Interdisciplinary Science Series210 BerlinSpringerVAN0134423Nuclear Physics: Present and Future177164881-XXQuantum theory [MSC 2020]VANC019967MF00B25Proceedings of conferences of miscellaneous specific interest [MSC 2020]VANC020732MF81V35Nuclear physics [MSC 2020]VANC023270MFCollinear Ternary FissionKW:KDecay NucleiKW:KFIAS LecturesKW:KFrankfurt Institute of Advanced StudiesKW:KNuclear DriplinesKW:KNuclear FissionKW:KNuclear Multi-body DecayKW:KNucleon Transfer ReactionsKW:KSupercritical Fields NucleiKW:KSuperheavy Nuclear MoleculesKW:KCHChamVANL001889GreinerWalterVANV093355Springer <editore>VANV108073650ITSOL20240614RICAhttp://doi.org/10.1007/978-3-319-10199-6E-book – Accesso al full-text attraverso riconoscimento IP di Ateneo, proxy e/o ShibbolethBIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICAIT-CE0120VAN08NVAN0133706BIBLIOTECA DEL DIPARTIMENTO DI MATEMATICA E FISICA08CONS e-book 2401 08eMF2401 20210416 Nuclear Physics: Present and Future1771648UNICAMPANIA