A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers

dc.contributor.advisor	Viljoen, Johan	en
dc.contributor.postgraduate	Du Plessis, Ezette	en
dc.date.accessioned	2013-09-07T15:09:15Z
dc.date.available	2005-11-07	en
dc.date.available	2013-09-07T15:09:15Z
dc.date.created	2002-09-01	en
dc.date.issued	2006-11-07	en
dc.date.submitted	2005-11-03	en
dc.description	Thesis (PhD (Educational Psychology))--University of Pretoria, 2006.	en
dc.description.abstract	Please read the abstract in the section 00front of this document	en
dc.description.availability	unrestricted	en
dc.description.department	Educational Psychology	en
dc.identifier.citation	Du Plessis, E 2001, A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers , PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/29206 >	en
dc.identifier.other	H134/th	en
dc.identifier.upetdurl	http://upetd.up.ac.za/thesis/available/etd-11032005-162208/	en
dc.identifier.uri	http://hdl.handle.net/2263/29206
dc.language.iso		en
dc.publisher	University of Pretoria	en_ZA
dc.rights	© University of Pretoria 2001	en
dc.subject	Language arts preschool	en
dc.subject	Language arts early childhood	en
dc.subject	Language arts elementary	en
dc.subject	UCTD	en_US
dc.title	A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers	en
dc.type	Thesis	en