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The Impact of 'Power Hour' on students' reading self-concept levels and letter-identification knowledge

dc.contributor.advisorDevitt, Ann
dc.contributor.authorFagan, Maeve
dc.date.accessioned2020-07-08T13:58:26Z
dc.date.available2020-07-08T13:58:26Z
dc.date.submitted2019
dc.identifier.citationFagan Maeve, 'The Impact of 'Power Hour' on students' reading self-concept levels and letter-identification knowledge', [thesis], Trinity College (Dublin, Ireland). School of Education, Trinity College Dublin theses
dc.language.isoen
dc.publisherTrinity College (Dublin, Ireland). School of Education
dc.subjectEducation
dc.subjectLanguage Education
dc.titleThe Impact of 'Power Hour' on students' reading self-concept levels and letter-identification knowledge
dc.typethesis
dc.type.supercollectionthesis_dissertations
dc.type.qualificationlevelMasters (Taught)
dc.type.qualificationnameMaster in Education
dc.rights.ecaccessrightsopenAccess
dc.relation.ispartofseriestitleTrinity College Dublin theses
dc.identifier.urihttp://hdl.handle.net/2262/92975


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