Reading and mathematics intervention programmes with parents of nursery children in disadvantaged areas : a psychological and methodological study
Theoretical models of early educational attainment are explored and the limitations of some current theories are discussed. Many of the more important intervention progres aimed at helping disadvantaged pre-school children in Britain and the United States are reviewed and alternative interpretations...
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University College London (University of London)
1983
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319499 |