A case study of teachers' perceptions of the impact of using the Jolly Phonics programme to teach reading in the Infant classes at one primary school

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dc.contributor.authorDookie-Ramkelawan, Dayah
dc.date.accessioned2012-04-10T18:22:00Z
dc.date.available2012-04-10T18:22:00Z
dc.date.issued2012-04-10
dc.identifier.urihttps://hdl.handle.net/2139/12690
dc.language.isoenen_US
dc.subjectPerceptionsen_US
dc.subjectPrimary school teachersen_US
dc.subjectTeaching methodsen_US
dc.subjectJolly Phonics programmeen_US
dc.subjectProgramme evaluationen_US
dc.subjectCase studiesen_US
dc.subjectClassroom environmenten_US
dc.subjectPhonicsen_US
dc.subjectReading instructionen_US
dc.subjectReading researchen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleA case study of teachers' perceptions of the impact of using the Jolly Phonics programme to teach reading in the Infant classes at one primary schoolen_US
dc.typeOtheren_US

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