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Relationship between dimensions of cognitive style and success with differentiated reading instruction of kindergarten children

dc.contributor.advisorRay, Darrel D.
dc.contributor.authorWalker, Barbara Jeanne
dc.date.accessioned2015-11-09T22:51:30Z
dc.date.available2015-11-09T22:51:30Z
dc.date.issued1980-07
dc.identifier.urihttps://hdl.handle.net/11244/21700
dc.formatapplication/pdf
dc.languageen_US
dc.rightsCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.
dc.titleRelationship between dimensions of cognitive style and success with differentiated reading instruction of kindergarten children
dc.contributor.committeeMemberBelden, Bernard R.
dc.contributor.committeeMemberPerkins, Larry M.
dc.contributor.committeeMemberDobson, Judith Shelton
dc.contributor.committeeMemberElsom, Bill F.
osu.filenameThesis-1980D-W177r.pdf
osu.accesstypeOpen Access
dc.type.genreDissertation
dc.type.materialText
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorOklahoma State University


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