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Dyslexia: theory, assessment and support

1st, 2019

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Dyslexia: Theories, Assessment and Support

1, 2020

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Evidence-Based Class Literacy Instruction for Children with Speech and Language Difficulties

Topics in language disorders, 2020-10, Vol.40 (4), p.357

2020

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Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study

The Australian journal of indigenous education, 2022, Vol.51 (2), p.1-16

2022

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Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?

The Australian journal of language and literacy, 2018-06, Vol.41 (2), p.94-102

2018

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Response by Everatt and Denston

European journal of special needs education, 2022-07, Vol.37 (4), p.711-713

2022

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Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand

Teaching and teacher education, 2022-09, Vol.117, p.103813, Article 103813

2022

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The effectiveness of a parent-implemented, phonological awareness programme on the phonological awareness skills of preschool children

The Australian journal of language and literacy, 2023-08, Vol.46 (2), p.125-143

2023

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A better start to literacy for bilingual children in New Zealand: findings from an exploratory case study in te reo Māori and English

International journal of bilingual education and bilingualism, 2024-09, Vol.27 (8), p.1085-1098

2024

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Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty: implications for identification and support

Journal of research in reading, 2024-04

2024

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The identification and classification of struggling readers based on the simple view of reading

Dyslexia (Chichester, England), 2022-08, Vol.28 (3), p.256-275

2022

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Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

Language teaching research : LTR, 2023-09

2023

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A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

Reading & writing, 2019-10, Vol.32 (8), p.1989-2012

2019

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Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers

New Zealand journal of educational studies, 2022-12, Vol.57 (2), p.465-482

2022

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Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools

Australian journal of learning difficulties, 2022-07, Vol.27 (2), p.185-199

2022

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Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

New Zealand journal of educational studies, 2022-12, Vol.57 (2), p.385-406

2022

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Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives

1, 2022

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Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?

The Australian journal of language and literacy, 2018-06, Vol.41 (2), p.94-102

2018

Volltextzugriff (PDF)

Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?

The Australian journal of language and literacy, 2018-06, Vol.41 (2), p.94-102

2018

Volltextzugriff (PDF)

Teaching Chinese Heritage Children in New Zealand to Read Chinese Characters in a Community School Through a Progressive Character Reading Method

Teaching Chinese in the Anglophone World, p.227-242

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Introduction to the Skills of Reading and Writing

Dyslexia, 2020, Vol.1, p.1-31

1, 2020

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Identifying Dyslexia

Dyslexia, 2020, Vol.1, p.84-113

1, 2020

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A Background and Framework to Understand Dyslexia

Dyslexia, 2020, Vol.1, p.32-49

1, 2020

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Self-Concept and Dyslexia

Dyslexia, 2020, Vol.1, p.149-171

1, 2020

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Intervention

Dyslexia, 2020, Vol.1, p.114-148

1, 2020

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Dyslexia: theory, assessment and support

Dyslexia: Theories, Assessment and Support

Evidence-Based Class Literacy Instruction for Children with Speech and Language Difficulties

Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study

Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?

Response by Everatt and Denston

Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand

The effectiveness of a parent-implemented, phonological awareness programme on the phonological awareness skills of preschool children

A better start to literacy for bilingual children in New Zealand: findings from an exploratory case study in te reo Māori and English

Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty: implications for identification and support

The identification and classification of struggling readers based on the simple view of reading

Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure

A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school

Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers

Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools

Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives

Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?

Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?

Teaching Chinese Heritage Children in New Zealand to Read Chinese Characters in a Community School Through a Progressive Character Reading Method

Introduction to the Skills of Reading and Writing

Identifying Dyslexia

A Background and Framework to Understand Dyslexia

Self-Concept and Dyslexia

Intervention

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