Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls
Wolter I, Glüer M, Hannover B (2014)
Learning and Individual Differences 31: 59-65.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Autor*in
Wolter, Ilka;
Glüer, MichaelUniBi;
Hannover, Bettina
Erscheinungsjahr
2014
Zeitschriftentitel
Learning and Individual Differences
Band
31
Seite(n)
59-65
ISSN
1041-6080
Page URI
https://pub.uni-bielefeld.de/record/2901485
Zitieren
Wolter I, Glüer M, Hannover B. Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences. 2014;31:59-65.
Wolter, I., Glüer, M., & Hannover, B. (2014). Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences, 31, 59-65. doi:10.1016/j.lindif.2013.12.008
Wolter, Ilka, Glüer, Michael, and Hannover, Bettina. 2014. “Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls”. Learning and Individual Differences 31: 59-65.
Wolter, I., Glüer, M., and Hannover, B. (2014). Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences 31, 59-65.
Wolter, I., Glüer, M., & Hannover, B., 2014. Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences, 31, p 59-65.
I. Wolter, M. Glüer, and B. Hannover, “Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls”, Learning and Individual Differences, vol. 31, 2014, pp. 59-65.
Wolter, I., Glüer, M., Hannover, B.: Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls. Learning and Individual Differences. 31, 59-65 (2014).
Wolter, Ilka, Glüer, Michael, and Hannover, Bettina. “Gender-typicality of activity offerings and child–teacher relationship closeness in German “Kindergarten”. Influences on the development of spelling competence as an indicator of early basic literacy in boys and girls”. Learning and Individual Differences 31 (2014): 59-65.
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