Dr Alison Arrow staff profile picture

Contact details +64 (06) 356 9099  ext. 84460

Dr Alison Arrow PhD, MA(Hons), BA

Senior Lecturer

Institute of Education

My research is broadly cross-disciplinary in nature, and has three key areas.  The first is research into what cognitive development in young children looks like, primarily the study of the acquisition of reading ability from early childhood to adolescence. The second research area examines what the beliefs and practices of parents and of teachers looks like, and the implications of the differences and similarities for children. The third area of research examines effective professional development and measuring the effectiveness of it with child outcomes, particularly in the area of literacy. Cutting across these areas is the examination of digital technology use for literacy learning. The three research areas together provide the basis of the underlying theme, which is the application of research to policy and practice in education.

The overarching purpose for my research is finding ways to ensure all children can learn to read. The resulting programmes of research that I have been a part of, and increasingly, are developing, are broad, but all with the ultimate goal of improving reading outcomes for all. More recently, and as a parent of young children, I have begun to build a specific programme of research interested in how new technologies influence learning to read and write. 

More about me...View less...

Professional

Qualifications

  • PhD in Psychology - University of Auckland (2008)
  • Master of Arts in Psychology - University of Auckland (1999)
  • Bachelor of Arts - Victoria University of Wellington (1997)

Prizes and Awards

  • This Massey University Early Career Research Award was won based on the recognition of my achievements and my overall research career trajectory in the early part of my career from 2008 to 2012. - Massey University (2012)
  • I received Massey University Research Funding of $11700 with A/P Claire McLachlan. This research project assessed the effectiveness of the provision of professional development to staff in early childhood education settings. This project specifically examined the effectiveness of PD on the role of alphabet knowledge and phonological awareness development on children attending the centres. Control groups were used to ensure that the effects were the result of the PD provided. - (2007)
  • I am the principal investigator on a research project that examines the literacy attitudes, beliefs, and practices of the parents of five-year-old children. These attitudes, beliefs, and practices are being compared to those of the teachers of the children. This project was awarded $5500 in Massey University Research Funding. The findings will clarify the assumed differences between children in low SES areas and those in high SES areas, and the expectations of teachers. From: Massey University Research Fund - (2010)
  • Received Massey University College of Humanities and Social Sciences Early Career Research Funding of $5,000.00 with Dr. Brian Finch. The research examines the use of smart screen technology in early childhood centres and junior classrooms in primary school. The award enabled us both, as early career researchers to continue our digital technologies in early literacy research programme. - Massey University College of Humanities and Social Sciences (2013)
  • I was awarded research award funding of $2000 from the Massey University Early Career Research Fund Award. This funding was awarded to enable me to further develop collaborations in my research programme on orthographic representation learning in young children. - Massey University (2013)
  • I was jointly awarded, with Dr. Brian Finch, a Massey University Research Fund of $3500 to carry out research examining the literacy practices on children prior to starting formal schooling. This award enabled us to carry out the second project in our digital technologies in early literacy research programme. - Massey University (2013)

Research Expertise

Research Interests

Emergent literacy, digital technologies, reading and spelling development, cognitive development, reading comprehension, effective literacy instruction,beliefs and attitudes towards digital technology, literacy intervention models, teacher knowledge for literacy

Research Opportunities

  • Emergent literacy behaviours during the transition to school  (01/02/2014) The aim of this project was to examine how children use both traditional and more contemporary forms of text, print, and symbols, to develop literacy knowledge just prior to starting school.
  • Reading the first word: Do letters matter?  (01/02/2014) This research project will investigate how children learn words as a function of letter names and sounds known, as well as the influence of their own name, and encompasses a series of smaller studies.
  • Learning to be literate with smart screens  (01/02/2014) This project investigates the ways that children interact with screens in early childhood institutions and during the first year in primary school classrooms, focusing on literacy.
  • Set for variability training  (01/02/2014) Vocabulary influences reading comprehension indirectly, through set for variability and word recognition, and directly. This series of research projects will investigate several aspects of this.
  • Teaching practices in literacy  (01/02/2014) There is a gap in the research literature for small scale studies that examine what teachers actually do in ECE and in primary school classrooms, e.g., examining assessment and how it is used.

Thematics

21st Century Citizenship, Health and Well-being

Area of Expertise

Field of research codes
Cognitive Sciences (170200):
Curriculum and Pedagogy (130200):
Developmental Psychology and Ageing (170102):
Education (130000):
Educational Psychology (170103):
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204):
Psychology (170100): Psychology And Cognitive Sciences (170000)

Keywords

Literacy development from early childhood to adolescence, Professional development for teachers, Quantitative methodologies

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 0 4
Team Member 0 1

Completed Projects

Project Title: Examination of orthographic representations in young children lexicons

This ongoing research project is examining the way in which young children begin to develop orthographic representations of print words, or how they begin to remember what print words look like. This research will lead to the rethinking of how children learn to read the first words, providing evidence of reading capabilities earlier than first expected; prior to formal literacy instruction. It is anticipated that children learn to read words earlier than expected, and using individual letters, rather than whole-word, orthographic knowledge. The project includes investigating how children use letters as symbols for words and the role of that symbolic association to the learning of an increasing number of words, and a longitudinal study of a group of young children as they develop from 'non-readers' to 'conventional' readers. SUBJECT KEYWORDS: orthography, letter-knowledge, emergent literacy, reading
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Date Range: 2013 - 2013

Funding Body: Massey University

Project Team:

Project Title: Emergent literacy behaviours during the transition to school

To many, emergent literacy refers to the use of print on paper, such as learning the alphabet using alphabet books, the writing on one's name on paper and learning about books and story. However, the contemporary home environment of many children is made up of more than pen, paper, and books. Children are exposed to computer technology, using communication tools such as Skype and child-orientated web-sites; they are exposed to smart-phones and tablet computers, using apps aimed at children; and they are exposed to television programming aimed at children. The aim of this project was to examine how children use both traditional and more contemporary forms of text, print, and symbols, to develop literacy knowledge just prior to starting school. For a two-week period families of children aged from 4 ½ years of age record their children's interactions with all forms of text, print and symbols through video recordings, audio recordings, and diary entries. The findings will provide an insight into how young children and their parents use various forms of print and technology, and what it means for developing literate knowledge. SUBJECT KEYWORDS: emergent literacy, home literacy, transition to school, touch screen, parent reading, digital technology
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Date Range: 2013 - 2013

Funding Body: Massey University

Project Team:

Project Title: Creating home-school partnerships

At the heart of effective home-school partnerships is the shared understanding of what happens at each setting. A large number of literacy-based home-school partnerships are based on what happens at school, transplanted to the home setting. In this project, in which 5-year-old beginning school children were the focus, both parents and teachers were surveyed to identify what literacy and play activities children engage in at home and school. In addition, teachers were asked to estimate how much time they thought children in their classrooms spent on those same activities at home. The surveys were followed up with a smaller number of interviews with parents and teachers. The findings are examined in terms of the actual experiences of children and teachers beliefs regarding what children do at home, the expectations of 'school reading' activities of teachers compared to the actual activities, and an exploration of technology use at home and school for literacy learning. SUBJECT KEYWORDS: emergent literacy, home-school partnership, home literacy, transition to school, teacher views
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Date Range: 2009 - 2011

Funding Body: Massey University

Project Team:

Research Outputs

Journal

Washburn, EK., Binks-Cantrell, ES., Joshi, RM., Martin-Chang, S., & Arrow, A. (2016). Erratum to: Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA(Ann. of Dyslexia, Doi:10.1007/s11881-015-0115-x). Annals of Dyslexia. 66(1), 27
[Journal article]Authored by: Arrow, A.
Senior, TA., Arrow, AW., & Greaney, KT. (2015). Whole-language and phonics: Which instructional practices are most effective for teaching at-risk students to read. Kairaranga. 16(2), 45-54
[Journal article]Authored by: Arrow, A.
Washburn, EK., Binks-Cantrell, ES., Joshi, RM., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia. 66(1), 7-26
[Journal article]Authored by: Arrow, A.
McLachlan, C., & Arrow, A. (2014). Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: A quasi experimental study in five New Zealand centers. Reading and Writing. 27(5), 819-839
[Journal article]Authored by: Arrow, A.
Evans, A., Arrow, AW., & Greaney, KT. (2014). A brief analogy strategy based intervention supports the development of invented spelling and decoding. Kairaranga. 15(2), 7-15
[Journal article]Authored by: Arrow, A.
Greaney, KT., & Arrow, A. (2014). The importance of teaching phonological-based spelling skills. Kairaranga. 15(1), 18-23
[Journal article]Authored by: Arrow, A.
Arrow, AW., & McLachlan, CJ. (2014). The development of phonological awareness and letter knowledge in young New Zealand children. Speech, Language and Hearing. 17(1), 49-57
[Journal article]Authored by: Arrow, A.
Greaney, KT., & Arrow, AW. (2011). Some variables affecting student error response patterns in a multiple choice reading comprehension task: Implications for primary teachers. International Journal of Innovative Interdisciplinary Research. 2(2011), 51-65
[Journal article]Authored by: Arrow, A.
McLachlan, C., & Arrow, A. (2013). Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: a quasi experimental study in five New Zealand centers. Reading and Writing. , 1-21
[Journal article]Authored by: Arrow, A.
Tunmer, WE., Chapman, J., Greaney, K., Prochnow, J., & Arrow, A. (2013). Reading recovery and the failure of the New Zealand national literacy strategy. Learning Difficulties Australia Bulletin. , 13-17
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.Edited by: Tunmer, W.
Arrow, AW., & Finch, BT. (2013). Multimedia literacy practices in beginning classrooms and at home: The differences in practices and beliefs. Literacy. 47(3), 131-141
[Journal article]Authored by: Arrow, A., Finch, B.
Greaney, K., & Arrow, A. (2012). Phonological-based assessment and teaching within a first year reading program in New Zealand. Australian Journal of Language and Literacy. 16(1)
[Journal article]Authored by: Arrow, A.
Mclachlan, C., & Arrow, A. (2011). Literacy in the Early Years in New Zealand: Policies, politics and pressing reasons for change. Literacy. 45(3), 126-133
[Journal article]Authored by: Arrow, A.
Greaney, K., & Arrow, A. (2011). Some variables affecting student error response patterns in a multiple choice reading comprehension test: Implications for primary teachers. International Journal of Innovative Interdisciplinary Research. 1(2), 51-65 Retrieved from http://pandora.nla.gov.au/pan/131234/20130321-0044/www.auamii.com/jiir/Vol-01/issue-02/05Greaney.pdf
[Journal article]Authored by: Arrow, A.
Arrow, AW., & McLachlan, CJ. (2011). The emergent literacy approach to effective teaching and intervention. Perspectives on Language and Literacy. (Fall), 35-38
[Journal article]Authored by: Arrow, A.
McLachlan, C., & Arrow, A. (2010). Alphabet and phonological awareness: Can it be enhanced in the early childhood setting?. International Journal in Early Childhood Education. 1(1), 84-94
[Journal article]Authored by: Arrow, A.
Arrow, A. (2010). Emergent literacy skills in New Zealand kindergarten children: Implications for teaching and learning in ECE settings. He Kupu The Word. 2(3), 57-69
[Journal article]Authored by: Arrow, A.
Greaney, K., & Arrow, A. (2010). Why the new national literacy standards won't close our literacy achievement gap. New Zealand Journal of Teachers' Work. 7(1), 29-37 Retrieved from http://www.teacherswork.ac.nz/journal/volume7_issue1/greaney.pdf
[Journal article]Authored by: Arrow, A.
Alcock, J., & Arrow, A. (2009). Reading and writing success for all students by the age of 6. Is this really possible?. Reading Forum NZ. 24(2), 5-13
[Journal article]Authored by: Arrow, A.
Greaney, K., & Arrow, A. (2009). An analysis of year 4 and year 8 spelling errors from an expressive writing task in the 2006 national education monitoring project. Kairaranga. 10(1), 31-36 Retrieved from http://www.massey.ac.nz/massey/fms/Colleges/Institute%20of%20Education/Documents/C&P/Kairaranga/Volume%2010_Issue%201_2009.pdf
[Journal article]Authored by: Arrow, A.
Tunmer, WE., Nicholson, T., Greaney, KT., Prochnow, JE., Chapman, JW., & Arrow, AW. (2008). PIRLS before swine: A critique of New Zealand's national literacy strategy. New Zealand Journal of Educational Studies. 43(2), 105-119
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.
Arrow, A., & Greaney, K. (2008). Book reveiw: Supplementary spelling assessments, by Croft, C. (2007). Kairaranga. 9(2), 59-60 Retrieved from http://www.massey.ac.nz/massey/fms/Colleges/Institute%20of%20Education/Documents/C&P/Kairaranga/Volume%209_Issue%202_2008.pdf
[Journal article]Authored by: Arrow, A.

Book

McLachlan, CJ., & Arrow, AW. (2017). Conceptualising literacy in the early childhood setting. In C. McLachlan, & AW. Arrow (Eds.) Literacy in the early years: reflections on international research and practice. (pp. 1 - 19). Singapore: Springer
[Chapter]Authored by: Arrow, A.Edited by: Arrow, A.
Prochnow, J., Tunmer, WE., & Arrow, AW. (2015). Literate cultural capital and Matthew effects in reading achievement. In WE. Tunmer, & JW. Chapman (Eds.) Excellence and equity in literacy education: The case of New Zealand. (pp. 145 - 170). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A., Prochnow, J., Tunmer, W.Edited by: Chapman, J.
Chapman, JW., Prochnow, JE., & Arrow, AW. (2015). Eleven myths about literacy education in New Zealand. In WE. Tunmer, & JW. Chapman (Eds.) Excellence and Equity in Literacy Education: The case of New Zealand. (pp. 214 - 235). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A., Chapman, J., Prochnow, J.Edited by: Chapman, J.
Arrow, AW., Chapman, J., & Greaney, KT. (2015). Meeting the needs of beginning readers through differentiated instruction. In WE. Tunmer, & J. Chapman (Eds.) Excellence and equity in Literacy Education: The case of New Zealand. (pp. 171 - 193). Basingstoke, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A., Chapman, J.Edited by: Chapman, J.
Finch, BT., & Arrow, AW. (2015). Digital technologies in the literate lives of young children. In CJ. McLachlan, & AW. Arrow (Eds.) Literacy in the early years: Reflections on international research and practice. (pp. 221 - 238). : Springer
[Chapter]Authored by: Arrow, A., Finch, B.Edited by: Arrow, A.
Arrow, AW., Greaney, K., & McLachlan, CJ. (2015). Teacher knowledge needed for differentiated instruction. In WE. Tunmer, & JW. Chapman (Eds.) Equity and Excellence in Literacy Education: The Case of New Zealand.. (pp. 194 - 213). London, UK: Palgrave Macmillan
[Chapter]Authored by: Arrow, A.Edited by: Chapman, J.
McLachlan, CJ., & Arrow, AW. (2015). Literacy and the early education curriculum in New Zealand. In WE. Tunmer, & J. Chapman (Eds.) Equity and excellence in literacy education: The case of New Zealand. (pp. 95 - 120). United Kingdom: Palgrave Macmillan
[Chapter]Authored by: Arrow, A.Edited by: Chapman, J.
Arrow, AW., & McLachlan, CJ. (2015). The future of literacy research in the early childhood context. In CJ. McLachlan, & AW. Arrow (Eds.) Literacy in the early years: reflections on international research and practice. (pp. 259 - 268). New York: Springer
[Chapter]Authored by: Arrow, A.Edited by: Arrow, A.
McLachlan, CJ., & Arrow, AW. (2015). Promoting the predictors of literacy in early childhood settings: An analysis of two studies in low SES settings.. In CJ. McLachlan, & AW. Arrow (Eds.) Literacy in the early years: reflections on international research and practice. (pp. 199 - 220). New York: Springer
[Chapter]Authored by: Arrow, A.Edited by: Arrow, A.
McLachlan, CJ., Arrow, AW., Lepper, C., Mackay, K., & McLaughlin, T. (2015). Supporting and strengthening practice with teachers of priority learners: Mentoring and managing change. In C. Murphy, & K. Thornton (Eds.) Mentoring in early childhood education: A compilation of thinking, pedagogy and practice. (pp. 223 - 236). Wellington: New Zealand Council for Educational Research
[Chapter]Authored by: Arrow, A., McLaughlin, T.
McLachlan, CJ., & Arrow, AW. (Eds.) (2015). Literacy in the early years: Reflections on international research and practice. New York: Springer
[Edited Book]Edited by: Arrow, A.
McLachlan, C., Arrow, A., & Watson, J. (2013). Partnership in promoting literacy: An exploration of two studies in low-decile early childhood settings in New Zealand. In Research Partnerships in Early Childhood Education: Teachers and Researchers in Collaboration. (pp. 71 - 91).
[Chapter]Authored by: Arrow, A.
Tunmer, B., & Arrow, AW. (2012). Reading: Phonics instruction. In J. Hattie, & EM. Anderman (Eds.) International guide to student achievement. (pp. 316 - 319). United States and United Kingdom: Routledge Taylor & Francis Group
[Chapter]Authored by: Arrow, A., Tunmer, W.
Arrow, AW., & Tunmer, WE. (2012). Contemporary reading acquisition theory: The conceptual basis for differentiated reading instruction. In Contemporary Debates in Childhood Education and Development. (pp. 241 - 249).
[Chapter]Authored by: Arrow, A., Tunmer, W.

Thesis

Arrow, A. (2007). Potential precursors to the development of phonological awareness in preschool children. (Doctoral Thesis, The University of Auckland, New Zealand)
[Doctoral Thesis]Authored by: Arrow, A.

Conference

Arrow, AW., & Chapman, JW. (2015, September). Can the use of differentiated instruction from school entry reduce New Zealand's persistently large inequities in literacy achievement outcomes?. Presented at British Educational Research Association Conference. Belfast, Norther Ireland.
[Conference Oral Presentation]Authored by: Arrow, A., Chapman, J.
McLachlan, CJ., & Arrow, AW. (2014). Professional learning and literacies in the early childhood setting: Do collaborative planned reviews change literacy outcomes?. , 21st International Conference on Learning
[Conference Abstract]Authored by: Arrow, A.
Arrow, AW., McLachlan, CJ., & Finch, BT.(2013, July 11). The linguistic and literacy knowledge of New Zealand teachers: A summary of three studies. , 20th Annual Meeting of the Society for the Scientific Study of Reading
[Conference Abstract]Authored by: Arrow, A., Finch, B.
McLachlan, CJ., Arrow, A., & Watson, J. (2013, June). Collaborative planned reviews: Can partnership between academics and teachers enhance children's literacy outcomes?. Presented at Winter Research Seminar. Victoria University, Wellington.
[Conference Oral Presentation]Authored by: Arrow, A.
Arrow, AW., & Finch, BT.Multimedia literacy practices in beginning classrooms and at home: The differences in practices and beliefs.
[Conference Oral Presentation]Authored by: Arrow, A., Finch, B.
Craig, J., & Arrow, AW. (2012). Investigation into Adolescent Word Level Literacy Skills. Poster session presented at the meeting of International Reading Comprehension Symposium. Christchurch, New Zealand
[Conference Poster]Authored by: Arrow, A.
Arrow, AW., & McLachlan, CJ. (2012, July). Professional learning about literacy in the early childhood setting: Findings of two intervention studies in New Zealand.. Presented at 47th United Kingdom Literacy Association International Conference. University of Leicester, Leicester, UK.
[Conference Oral Presentation]Authored by: Arrow, A.
Arrow, AW. (2012, July). Alphabet knowledge and phonological awareness in the acquisition of early orthographic representations.. Presented at Annual Meeting of the Society for the Scientific Study of Reading. Montreal, Canada.
[Conference Oral Presentation]Authored by: Arrow, A.
Arrow, AW. (2011, July). Beginning readers' use of letter knowledge to read spell taught sight-words and unknown words. Presented at 17th Biennial Australasian Human Development Association Conference. Dunedin.
[Conference Oral Presentation]Authored by: Arrow, A.
Arrow, A., & McLachlan, C. (2009). Enhancing alphabetic knowledge and phonological awareness in early childhood settings: An experimental approach. Poster session presented at the meeting of Literacy Research Symposium. Christchurch, New Zealand
[Conference Poster]Authored by: Arrow, A.
Arrow, AW. (2009, January). Increasing the early literacy knowledge of preschool children through literacy professional development with early childhood educators. Presented at Dyslexia Conference, reducing the literacy achievement gap and helping children with dyslexia. Wellington, NZ.
[Conference Oral Presentation]Authored by: Arrow, A.
McLachlan, CJ., & Arrow, AW.(2008). Phonological awareness: Can it be enhanced in the early childhood setting?. . Monash University, Frankston, VIC
[Conference Paper]Authored by: Arrow, A.
Arrow, A., Fletcher Flinn, C., & Nicholson, T. (2007, July). Developing literacy knowledge in preschool: The role of phonological awareness and alphabet knowledge. Presented at Australasian Corrections Education Association 8th Biennial Conference:Connecting Offenders: Education, Training, Employment. Melbourne, VIC, Australia.
[Conference Oral Presentation]Authored by: Arrow, A.

Other

Arrow, AW. (2013, March). Emergent literacy: What does it look like and why is it important.
[Oral Presentation]Authored by: Arrow, A.
Arrow, AW. (2006). Learning about words: What children do when learning to read and spell. Presented at University of Auckland, Auckland, NZ.
[Oral Presentation]Authored by: Arrow, A.
Arrow, AW. (2006). Phonological awareness: What is it and how do we get it?. Presented at University of Auckland, Auckland, NZ.
[Oral Presentation]Authored by: Arrow, A.

Report

Chapman, JW., Arrow, AW., Tunmer, WE., & Braid, C.(2016). Early Literacy Research Project: Report to the New Zealand Ministry of Education for Year 1 (2015) Phase. Massey University, Palmerston North
[Technical Report]Authored by: Arrow, A., Chapman, J.
Chapman, JW., Arrow, AW., Tunmer, WE., & Braid, C.(2016). Massey University Early Literacy Research Project: A Report to the Ministry of Education for the Year 1 (2015) Phase..
[Technical Report]Authored by: Arrow, A.

Supervision and Teaching

Summary of Doctoral Supervision

Position Current Completed
Supervisor 4 1
Co-supervisor 1 0

Teaching

I am particularly passionate about guiding students through the process of applying theory and research to the practice of teaching, particularly teaching literacy.  I am also passionate about providing the opportunities for post-graduate students to become researchers themselves.  Supervision-wise I have many interests across the literacy and cognitive development spectrum, from how children in early childhood learn to adolescent comprehension strategy use.

Current Doctoral Supervision

Supervisor of:

  • Susan Bisschoff - Doctor of Philosophy
    Dynamic Assessment as an Early Screening Tool for Risk of Reading Difficulty in New Zealand New Entrants
  • Christine Braid - Doctor of Philosophy
    Examining teacher knowledge and practice that contributes to early reading success for all children
  • Penelope Smith - Doctor of Philosophy
    An investigation into early childhood teachers' beliefs and practices around peer learning: a mixed methods study
  • Raewyne Bary - Doctor of Education
    Whariki for Life: Weaving relationships with infants and toddlers in Aotearoa New Zealand early childhood settings

Co-supervisor of:

Completed Doctoral Supervision

Supervisor of:

  • 2015 - Jessica Craig - Doctor of Philosophy
    Word level literacy skills of Adolescents and their Teachers: An Exploratory Mixed Methods Study

Media and Links

Media

  • 19 Mar 2014 - Newspaper
    Inspiring our children to read
    This was a newspaper column in the Tribune, Palmerston North.
  • 19 Aug 2013 - Newspaper, Online
    The positive side of ipad technology
    A newspaper piece (and front page of Stuff.co.nz) on the positive side of new technologies for young children's literacy.
  • 08 Feb 2012 - Newspaper
    Give kids a good start on road to literacy
    A community newspaper article on encouraging children to read especially over summer.
  • 05 Sep 2013 - Radio
    Children using ipads
    Radio interview on National Radio Morning Report, Literacy skills and smart phones
  • 05 May 2016 - Newspaper
    The Primary Issue: Reading and writing gap between
    Quoted on issues related to literacy development and the ability of schools to meet children's needs. Discusses the Early Literacy project.
  • 04 Sep 2013 - Newspaper
    Helping children learn to read.
    A newspaper column in the Tribune (Palmerston North) and North Shore Times (Auckland) on unpacking the recent report, for parents.

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