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Karla J. Moller Singh, Sunita 2015-09-25T19:54:53Z 2015-09-25T19:54:53Z 10000-01-01 2007 2007 The study will add much-needed breadth and depth to literacy professional's understanding of literacy beliefs, practices, their relationship, as well as to our knowledge of literacy instruction for diverse learners in regular classrooms in changing classroom contexts. Made available in DSpace on 2015-09-25T19:54:53Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3290381.pdf: 8617859 bytes, checksum: 31bba5e9ff22656abbcb63d24c3fd54e (MD5) Previous issue date: 2007 Embargo set by: Seth Robbins for item 81284 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 344 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. http://hdl.handle.net/2142/80002 (MiAaPQ)AAI3290381 eng Education, Bilingual and Multicultural Changes in Literacy Beliefs and Practices of a Kindergarten Teacher: A Three-Year Longitudinal Study text Elementary Education Elementary Education University of Illinois at Urbana-Champaign Dissertation Ph.D.