Titlebook: Literacy in School and Society; Multidisciplinary Pe Elisabetta Zuanelli Sonino Book 1989 Springer Science+Business Media New York 1989 edu

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书目名称Literacy in School and Society影响因子(影响力)




书目名称Literacy in School and Society影响因子(影响力)学科排名




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书目名称Literacy in School and Society网络公开度学科排名




书目名称Literacy in School and Society被引频次




书目名称Literacy in School and Society被引频次学科排名




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书目名称Literacy in School and Society年度引用学科排名




书目名称Literacy in School and Society读者反馈




书目名称Literacy in School and Society读者反馈学科排名

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paleolithic

Catalan and Castilian in School nature of official language throughout Catalonia but the Catalan government and public institutions have also come out strongly in support of the Catalan language and the culture in which it finds expression.

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Evaluation of Text Reading Comprehension of the experimental data constitute the third part. The conclusions reveal what this first phase of the research permitted us to learn about the development of a test to evaluate reading comprehension, and they emphasize the most significant observations on the comprehension abilities of the students.

Pruritus

ral organiza­ tion of the societies of the twentieth century. It is therefore interesting to try to pinpoint the notion and its implications at the tum of the century by focusing the attention of scholars from various disciplines-sociolinguistics, psychology, psycholinguistics, and pedagogy-on the s

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Implications of Defining Literacy as a Major Goal of Teaching the Mother Tongue in a Multicultural Srandt, 1985). The use of that caption seems to suggest a somewhat provocative perspective on the perilous problem of becoming literate in modem, that is to say, Western societies, mainly characterizable as plurilingual and multicultural.

MELON

The Development of Metalinguistic Awareness and the Acquisition of Formal Speech in Mother-Tongue Edhoose the linguistic forms appropriate to the register asked for by the communicative situation in which one is producing speech. More specifically, it deals with the ability of children to use, in formal situations, the linguistic forms required.

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