LEADER 01367nam a2200301 i 4500 001 991000064849707536 005 20020503113452.0 008 980312s1988 de ||| | ger 020 $a377492354X 035 $ab10022582-39ule_inst 035 $aocm00009855$9ExL 040 $aDip.to Beni Culturali$bita 082 0 $a936.602 100 1 $aBarceló, Pedro A.$0406002 245 10$aKarthago und die Iberische Halbinsel vor den Barkiden :$bStudien zur karthagischen Prasenz im westlichen Mittelmeerraum von der Grundung von Ebusus (VII. Jh. v. Chr.) bis zum Ubergang Hamilkars nach Hispanien (237 v. Chr.) /$cvon Pedro A. Barcelo 260 $aBonn :$bHabelt,$c1988 300 $aix, 201 p. :$b1 ill. ;$c23 cm. 500 $aA revision of the author's Habilitationsschrift, Katholische Universitat Eichstatt, Sommersemester 1986. 500 $aIncludes indexes. 500 $aIncludes bibliographical references (p. 166-185) 650 4$aSpain - History - To 218 B.C. 651 4$aCarthage - History 907 $a.b10022582$b02-04-14$c31-05-02 912 $a991000064849707536 945 $aLE001 SG XI 7$g1$iLE001N-3703$lle001$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10025686$z31-05-02 996 $aKarthago und die Iberische Halbinsel vor den Barkiden$9178490 997 $aUNISALENTO 998 $ale001$b01-01-98$cm$da $e-$fger$gde $h0$i1 LEADER 04046nam 22007213u 450 001 9910778734903321 005 20230207213130.0 010 $a1-135-68007-8 010 $a1-282-37826-0 010 $a9786612378263 010 $a1-4106-0271-0 010 $a0-585-11870-1 035 $a(CKB)111000211290330 035 $a(EBL)474573 035 $a(OCoLC)609851527 035 $a(SSID)ssj0000273777 035 $a(PQKBManifestationID)11244242 035 $a(PQKBTitleCode)TC0000273777 035 $a(PQKBWorkID)10314002 035 $a(PQKB)10322187 035 $a(CaSebORM)9780805828986 035 $a(MiAaPQ)EBC474573 035 $a(EXLCZ)99111000211290330 100 $a20130418d1998|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWord recognition in beginning literacy$b[electronic resource] 205 $a1st edition 210 $aHoboken $cTaylor and Francis$d1998 215 $a1 online resource (398 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-2898-2 327 $aBook Cover; Title; Copyright; Contents; Preface; I Basic Processes in Beginning Word Recognition; 1 Grapheme-Phoneme Knowledge Is Essential for Learning to Read Words in English; 2 The Role of Analogies in the Development of Word Recognition; 3 Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading; 4 Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability; 5 The Endpoint of Skilled Word Recognition: The ROAR Model; II Processes and Instruction for Disabled Readers 327 $a6 Phonological Processing Deficits and Reading Disabilities7 Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal-Correlational and Instructional Studies; 8 Interactive Computer Support for Improving Phonological Skills; 9 A Beginning Literacy Program for At-Risk and Delayed Readers; III Word Recognition in Context; 10 The Impact of Print Exposure on Word Recognition; 11 Home Experiences Related to the Development of Word Recognition Linda Baker; 12 Why Spelling? The Benefits of Incorporating Spelling Into Beginning Reading Instruction 327 $a13 Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program14 Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition; 15 Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized; Author Index; Subject Index 330 $aThis edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is 606 $aWord recognition 606 $aWord recognition 606 $aWord recognition 606 $aTheory & Practice of Education$2HILCC 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 615 4$aWord recognition. 615 4$aWord recognition. 615 0$aWord recognition 615 7$aTheory & Practice of Education 615 7$aEducation 615 7$aSocial Sciences 676 $a372.4 676 $a372.46/2 676 $a372.462 700 $aMetsala$b Jamie L$01490831 701 $aEhri$b Linnea C$01490832 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910778734903321 996 $aWord recognition in beginning literacy$93712283 997 $aUNINA