000			01906cam a2200409 i 4500
999			_c2552 _d2552
001			18927977
003			OSt
005			20190923103851.0
008			160107t20162016enka b 001 0 eng
010			_a 2015040365
020			_a9781138907454
020			_a
020			_z
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aBF456.R2 _bG64 2016
082	0	0	_a418.4019 GOS B;1 _223
100	1		_aGoswami, Usha C., _eauthor.
245	1	0	_aPhonological skills and learning to read / _cUsha Goswami and Peter Bryant.
250			_aClassic edition.
264		1	_aLondon ; _aNew York : _bRoutledge, Taylor & Francis Group, _c2016.
300			_axxvi, 161 pages : _billustrations ; _c25 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aPsychology Press and Routledge classic editions
504			_aIncludes bibliographical references and indexes.
505			_aPraise for the first edition Introduction to the Classic Edition Preface to the first edition 1 Phonological awareness and reading 2 How children read words 3 Spelling and phonological awareness 4 How children read and write new words 5 Comparisons with backward readers and spellers 6 Correlations and longitudinal predictions 7 Teaching children about sounds 8 Do children learn to read (and fail to learn to read) in different ways from each other? 9 Theories about learning to read References Author index Subject index
650		0	_aReading, Psychology of.
650		0	_aReading (Early childhood)
650		0	_aReading _xPhonetic method.
650		0	_aChild psychology.
700	1		_aBryant, Peter, _d1937- _eauthor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS