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Visit USCOWill the Use of Multisensory Instruction, Specifically Sand Writing, Wiki Sticks, Playdough and Read It, Build It, Write It a Multisensory Worksheet, Improve a First Graders Phonemic Awareness and Overall Attitude Toward Spelling and Phonics? The Study of a First-grade Student
Text Registration
Copyright Title
Will the Use of Multisensory Instruction, Specifically Sand Writing, Wiki Sticks, Playdough and Read It, Build It, Write It a Multisensory Worksheet, Improve a First Graders Phonemic Awareness and Overall Attitude Toward Spelling and Phonics? The Study of a First-grade Student
Status
Published
on 9 Apr 2020
Year of Creation
2018
Copyright Claimant
Kelly Neill
Registration Number
TX0008871918
on 9 Apr 2020Copyright Summary
The U.S. Copyright record (Registration Number: TX0008871918) dated 9 Apr 2020, pertains to an electronic file (eService) titled "Will the Use of Multisensory Instruction, Specifically Sand Writing, Wiki Sticks, Playdough and Read It, Build It, Write It a Multisensory Worksheet, Improve a First Graders Phonemic Awareness and Overall Attitude Toward Spelling and Phonics? The Study of a First-grade Student" created in 2018. The copyright holder is Kelly Neill, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Kelly Neill.
Application Details
Registration Number
TX0008871918
Registration Date
4/9/2020
Year of Creation
2018
Agency Marc Code
DLC-CO
Record Status
New
Physical Description
Electronic file (eService)
First Publication Nation
United States
Notes
Rights Note: Mark Dill, ProQuest, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com
Statements
Application Title Statement: Will the Use of Multisensory Instruction, Specifically Sand Writing, Wiki Sticks, Playdough and Read It, Build It, Write It a Multisensory Worksheet, Improve a First Graders Phonemic Awareness and Overall Attitude Toward Spelling and Phonics? The Study of a First-grade Student
Author Statement: Kelly Neill Citizenship: not known Authorship: text
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