Associate ProfessorAlison Arrow

Home literacy environments and children’s reading attitudes: a study of Chinese primary school students

The Role of Digital Technology in Bilingual Development and Cultural Identity Formation of Chinese Immigrant Children Aged 3-6 in New Zealand

An Investigation of the Home Literacy Environment: Supporting Beginner English Language Learners’ Literacy Growth in Foreign Language Proficiency

Intermediate school teachers' understandings and perceptions of literacy instruction

Investigating Tier 2 early reading interventions

Exploring Teaching Practices That Support ELLs (English Language Learners) In Developing Their English Proficiency.

Exploring New Zealand secondary school literacy coordinators’ experiences of implementing the NCEA Literacy Corequisite policy

Investigating the Effectiveness of a Morphology-Infused Literacy Intervention on Year 5 and 6 Students with Literacy Learning Difficulties

Non Verbal Learning Disorder: A Global and New Zealand Perspective

Exploring Motivation for Secondary School Writing

Exploring the relationship between young children’s digital technology use and their executive functioning

Relationships between Emotions and Learning in Dyslexic/Literacy Underachieving Primary-Aged Children: An Intervention Study

Teachers’ self-efficacy, self-beliefs and self-perceptions of students’ use of educational technology and applications before and after the Covid-19 lockdown in New Zealand

Emergent bilinguals and the digital world

Evaluating the perceptions and understandings of strengths-based practices of teachers in early childhood

Home and whānau based interventions to support early phonological awareness and vocabulary

Investigating the Effectiveness of a Parent-Led, Home-Based Phonological Awareness and Vocabulary Programme on 4-year-old Children

Literacy and mathematics teaching for the primary school

Supporting Students with Literacy Learning Difficulties

Metacognitive components of reading comprehension in English language learners

“I don't really care what they do, as long as they write”. Exploring writing beliefs and practices of years 5-8 primary school teachers.