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Evidence for the effectiveness of the Early Literacy Support programme

Abstract:: Background. It is widely recognized that effective interventions for poor reading involve training in phoneme awareness and letter-sound knowledge, linked in the context of reading books. From the applied perspective, it is important to gather data on the effectiveness of different forms of implementation of literacy support within this framework. Aim. We evaluate the effectiveness of the UK Early Literacy Support (ELS) programme (Department for Education and Skills [DfES], 2001) relative to ...
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APA Style

Hatcher, P., Goetz, K., Snowling, M., Hulme, C., Gibbs, S., & Smith, G. (2006). Evidence for the effectiveness of the Early Literacy Support programme. British Journal of Educational Psychology, 76(2), 351–367.

MLA Style

Hatcher, P., et al. “Evidence for the Effectiveness of the Early Literacy Support Programme.” British Journal of Educational Psychology, vol. 76, no. 2, 2006, pp. 351–67.

Chicago Style

Hatcher, P, K Goetz, M Snowling, C Hulme, S Gibbs, and G Smith. 2006. “Evidence for the Effectiveness of the Early Literacy Support Programme.” British Journal of Educational Psychology 76 (2): 351–67.
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Publisher copy:: 10.1348/000709905X39170

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+ Hatcher, P More by this author

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+ Goetz, K More by this author

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+ Snowling, M More by this author

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+ Hulme, C More by this author

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+ Gibbs, S More by this author

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Bibliographic Details

Journal:: British Journal of Educational Psychology
Volume:: 76
Issue:: 2
Pages:: 351-367
Publication date:: 2006-06-01
DOI:: 10.1348/000709905X39170
ISSN:: 0007-0998

Item Description

Language:: English
Pubs id:: pubs:379099
UUID:: uuid:3692a4bb-ffa5-40a2-ade6-f9565ca7261e
Local pid:: pubs:379099
Source identifiers:: 379099
Deposit date:: 2013-11-16

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Copyright date:: 2006

Licence:: Terms and Conditions of Use for Oxford University Research Archive

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