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dc.contributor.authorBarriere, I.
dc.contributor.authorJago, M.
dc.contributor.authorGoouch, K.
dc.date.accessioned2011-04-07T11:21:31Z
dc.date.available2011-04-07T11:21:31Z
dc.date.issued1999
dc.identifier.citationBarriere , I , Jago , M & Goouch , K 1999 , ' L'éveil à la lecture et à ľécriture en France ' , International Journal of Early Childhood , vol. 31 , no. 2 , pp. 65-74 . https://doi.org/10.1007/BF03166898
dc.identifier.issn0020-7187
dc.identifier.otherPURE: 104793
dc.identifier.otherPURE UUID: 4833ca0f-d42c-4ddf-a2f2-10de785164c0
dc.identifier.otherdspace: 2299/5572
dc.identifier.otherScopus: 79951900220
dc.identifier.urihttp://hdl.handle.net/2299/5572
dc.description“The original publication is available at www.springerlink.com”. Copyright Springer [Full text of this article is not available in the UHRA]
dc.description.abstractThis article is based on evidence gathered during work on the Early Literacy Links project which is exploring early literacy in France and England. Data was collected through questionnaires, observations in nursery and primary schools and interviews with practitioners. The article draws attention to the idea of 'entering the world of writing' with the Anglo-Saxon notion of emergent literacy.en
dc.language.isofra
dc.relation.ispartofInternational Journal of Early Childhood
dc.titleL'éveil à la lecture et à ľécriture en Francefr
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
rioxxterms.versionofrecordhttps://doi.org/10.1007/BF03166898
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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