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dc.contributor.authorTse, Len_US
dc.contributor.authorNicholson, Ten_US
dc.date.available2014-11-13en_US
dc.date.available2014-11-13en_US
dc.date.issued2014-11-13en_US
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000345448000001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fefen_US
dc.identifierARTN 1222en_US
dc.identifier.citationFRONTIERS IN PSYCHOLOGY, 2014, 5en_US
dc.identifier.issn1664-1078en_US
dc.subjectspellingen_US
dc.subjectphonemic awarenessen_US
dc.subjectreading comprehensionen_US
dc.subjectBig Book readingen_US
dc.subjectphonicsen_US
dc.subjectachievement gapen_US
dc.subjectshared booken_US
dc.subjectmathen_US
dc.titleThe effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schoolsen_US
dc.typeJournal Article
dc.citation.volume5en_US
dc.identifier.doi10.3389/fpsyg.2014.01222en_US
dc.identifier.elements-id230636
dc.relation.isPartOfFRONTIERS IN PSYCHOLOGYen_US
dc.description.publication-statusPublisheden_US
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/Other
pubs.notesNot knownen_US
dc.subject.anzsrc1701 Psychologyen_US


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