Skip to content

Teaching Word Recognition, First Edition: Effective Strategies for Students with
Stock Photo: Cover May Be Different

Teaching Word Recognition, First Edition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners) Paperback - 2006

by O'Connor, Rollanda E

  • Used
  • Paperback
Drop Ship Order

Description

The Guilford Press, 2006-11-17. First Edition. paperback. Used: Good.
Used: Good
NZ$16.65
FREE Shipping to USA Standard delivery: 5 to 10 days
More Shipping Options
Ships from Ergodebooks (Texas, United States)

Details

  • Title Teaching Word Recognition, First Edition: Effective Strategies for Students with Learning Difficulties (What Works for Special-Needs Learners)
  • Author O'Connor, Rollanda E
  • Binding Paperback
  • Edition First Edition
  • Condition Used: Good
  • Pages 164
  • Volumes 1
  • Language ENG
  • Publisher The Guilford Press, New York, NY, U.S.A.
  • Date 2006-11-17
  • Bookseller's Inventory # SONG1593853645
  • ISBN 9781593853648 / 1593853645
  • Weight 0.71 lbs (0.32 kg)
  • Dimensions 10 x 6.96 x 0.45 in (25.40 x 17.68 x 1.14 cm)
  • Library of Congress subjects Reading comprehension, Language arts (Elementary)
  • Library of Congress Catalog Number 2006027887
  • Dewey Decimal Code 372.462

About Ergodebooks Texas, United States

Biblio member since 2005
Seller rating: This seller has earned a 3 of 5 Stars rating from Biblio customers.

Our goal is to provide best customer service and good condition books for the lowest possible price. We are always honest about condition of book. We list book only by ISBN # and hence exact book is guaranteed.

Terms of Sale:

We have 30 day return policy.

Browse books from Ergodebooks

About the author

Rollanda E. O'Connor, PhD, is a reading specialist and Professor in the Graduate School of Education at the University of California, Riverside. Previously, she taught reading in special and general education classrooms for many years. Dr. O'Connor's research has centered on issues of reading acquisition and reading improvement. She has conducted numerous reading intervention studies in general and special education settings, examined procedures to predict the students most likely to develop reading disabilities, and followed the reading progress of students who have received early intervention.