Influence of grade one Zambian teachers and GraphoGame on initial literacy acquisition : Lusaka district

Jere-Folotiya, Jacqueline

dc.contributor.author	Jere-Folotiya, Jacqueline
dc.date.accessioned	2014-08-26T10:06:10Z
dc.date.available	2014-08-26T10:06:10Z
dc.date.issued	2014
dc.identifier.isbn	978-951-39-5801-5
dc.identifier.other	oai:jykdok.linneanet.fi:1444642
dc.identifier.uri	https://jyx.jyu.fi/handle/123456789/44114
dc.format.extent	1 verkkoaineisto (178 sivua)
dc.language.iso	eng
dc.publisher	University of Jyväskylä
dc.relation.ispartofseries	Jyväskylä studies in education, psychology and social research
dc.rights	In Copyright
dc.subject.other	first grade learners
dc.subject.other	teachers
dc.subject.other	motivation
dc.subject.other	teaching approaches
dc.subject.other	literacy curriculum
dc.subject.other	personal theories of teaching
dc.subject.other	GraphoGame
dc.subject.other	Zambia
dc.title	Influence of grade one Zambian teachers and GraphoGame on initial literacy acquisition : Lusaka district
dc.type	Diss.
dc.identifier.urn	URN:ISBN:978-951-39-5801-5
dc.type.dcmitype	Text	en
dc.type.ontasot	Väitöskirja	fi
dc.type.ontasot	Doctoral dissertation	en
dc.contributor.tiedekunta	Faculty of Social Sciences	en
dc.contributor.tiedekunta	Yhteiskuntatieteellinen tiedekunta	fi
dc.contributor.yliopisto	University of Jyväskylä	en
dc.contributor.yliopisto	Jyväskylän yliopisto	fi
dc.contributor.oppiaine	Psykologia	fi
dc.relation.issn	0075-4625
dc.relation.numberinseries	503
dc.rights.accesslevel	openAccess
dc.subject.yso	lukutaito
dc.subject.yso	lukeminen
dc.subject.yso	koulutulokkaat
dc.subject.yso	alakoulu
dc.subject.yso	oppimispelit
dc.subject.yso	opettajat
dc.subject.yso	opetustaito
dc.subject.yso	opetusmenetelmät
dc.subject.yso	opettaja-oppilassuhde
dc.subject.yso	Ekapeli
dc.subject.yso	Sambia
dc.rights.url	https://rightsstatements.org/page/InC/1.0/

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Influence of grade one Zambian teachers and GraphoGame on initial literacy acquisition : Lusaka district

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Brain-Related Research as a Support Mechanism to Help Learners to Acquire Full Literacy

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data