Can a non-phonics based intervention scheme enable children who are falling behind in literacy to make better progress than normal classroom teaching? A pilot/feasibility study.

Davis, Louise A (2018) Can a non-phonics based intervention scheme enable children who are falling behind in literacy to make better progress than normal classroom teaching? A pilot/feasibility study. EdD thesis, University of Sheffield.

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Supervisors: Brooks, Greg
Awarding institution: University of Sheffield
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.745669
Depositing User: Mrs Louise A Davis
Date Deposited: 12 Jun 2018 08:48
Last Modified: 12 Oct 2018 09:54

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LAD Non-phonics Thesis 16Feb18

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