Portraits of emergent literacy: a Vygotskian perspective on how children become more conscious of using a repertoire of strategies as part of a 'learning community'
dc.contributor.advisor | Lupart, Judith L. | |
dc.contributor.author | Meaney, Wanda Magdalena | |
dc.coverage.spatial | 2000003899 | en |
dc.coverage.spatial | 2000003900 | en |
dc.date.accessioned | 2005-08-08T21:07:19Z | |
dc.date.available | 2005-08-08T21:07:19Z | |
dc.date.issued | 2001 | |
dc.description | Bibliography: p. 281-306 | en |
dc.format.extent | xiv, 318 leaves : ill. ; 30 cm. | en |
dc.identifier.citation | Meaney, W. M. (2001). Portraits of emergent literacy: a Vygotskian perspective on how children become more conscious of using a repertoire of strategies as part of a 'learning community' (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/17176 | en_US |
dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/17176 | |
dc.identifier.isbn | 0612648753 | en |
dc.identifier.lcc | LB1525 .M43 2001 | en |
dc.identifier.uri | http://hdl.handle.net/1880/40907 | |
dc.language.iso | eng | |
dc.publisher.faculty | Education | |
dc.publisher.faculty | Graduate Studies | |
dc.publisher.institution | University of Calgary | en |
dc.publisher.place | Calgary | en |
dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | |
dc.subject.lcc | LB1525 .M43 2001 | en |
dc.subject.lcsh | Literacy - Alberta - Case studies | |
dc.subject.lcsh | Language acquisition - Case studies | |
dc.subject.lcsh | Language arts (Primary) - Alberta - Case studies | |
dc.subject.lcsh | Reading (Primary) - Alberta - Case studies | |
dc.subject.lcsh | Sociolinguistics | |
dc.title | Portraits of emergent literacy: a Vygotskian perspective on how children become more conscious of using a repertoire of strategies as part of a 'learning community' | |
dc.type | doctoral thesis | |
thesis.degree.discipline | Educational Psychology | |
thesis.degree.grantor | University of Calgary | |
thesis.degree.name | Doctor of Philosophy (PhD) | |
ucalgary.item.requestcopy | true | |
ucalgary.thesis.accession | Theses Collection 58.002:Box 1335 520708830 | |
ucalgary.thesis.additionalcopy | 370 EDC 2001 MEA | en |
ucalgary.thesis.notes | UARC | en |
ucalgary.thesis.uarcrelease | y | en |
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