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Implicit Learning In The Remedial English Classroom: Steps Towards A Pedegogy Of Literacy

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Implicit Learning In The Remedial English Classroom: Steps Towards A Pedegogy Of Literacy

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dc.contributor.author Ward, Jo A. en_US
dc.date.accessioned 2012-07-25T19:09:42Z
dc.date.available 2012-07-25T19:09:42Z
dc.date.issued 2012-07-25
dc.date.submitted January 2012 en_US
dc.identifier.other DISS-11616 en_US
dc.identifier.uri http://hdl.handle.net/10106/11097
dc.description.abstract This paper discusses the dynamics of implicit learning in the Remedial English classroom. In order to elucidate the topic, the area of explicit learning is also covered. By tracing the history of implicit learning theoretically and scientifically, its benefits and usefulness are thoroughly uncovered and investigated. Practical implications for the classroom are explained in detail and areas of further needed research are explored. en_US
dc.description.sponsorship Warren, James en_US
dc.language.iso en en_US
dc.publisher English en_US
dc.title Implicit Learning In The Remedial English Classroom: Steps Towards A Pedegogy Of Literacy en_US
dc.type M.A. en_US
dc.contributor.committeeChair Warren, James en_US
dc.degree.department English en_US
dc.degree.discipline English en_US
dc.degree.grantor University of Texas at Arlington en_US
dc.degree.level masters en_US
dc.degree.name M.A. en_US

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