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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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Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

Journal of lanugage and education, 2022-09, Vol.8 (3), p.106-118

2022

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How do Indonesian EFL students’ writing strategies and writing process differ from English L1 students?

Studies in English language and education, 2023-05, Vol.10 (2), p.907-925

2023

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Rhetorical pattern of the Indonesian EFL undergraduate students’ writings

Studies in English language and education, 2022, Vol.9 (1), p.1-13

2022

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Perceptions of Pacific children’s academic performance at age 6 years : a multi-informant agreement study

PloS one, 2020-10, Vol.15 (10), p.e0240901

2020

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Motivating Children with Specific Learning Difficulties: A Teacher’s Practical Guide

1, 2018

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Assessing Children with Specific Learning Difficulties: A teacher's practical guide

1, 2016

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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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Innovative learning environments in New Zealand: Student teachers’ perceptions

New Zealand journal of educational studies, 2021-07, Vol.56 (Suppl 1), p.81-101

2021

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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, 2024-11, Vol.47 (4), p.431-453

2024

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Teacher collaboration and innovative learning spaces in New Zealand

Teachers and teaching, theory and practice, 2024-09, p.1-16

2024

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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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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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Preparing student teachers post-pandemic: lessons learnt from principals and teachers in New Zealand and Germany

Educational review (Birmingham), 2022-04, Vol.74 (3), p.609-629

2022

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Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools

New Zealand journal of educational studies, 2023-06, Vol.58 (1), p.133-151

2023

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Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

International journal of mentoring and coaching in education, 2021-08, Vol.10 (3), p.298-316

2021

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What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?: Visiblising Pedagogies

Video journal of education and pedagogy, 2024-01, Vol.8 (1), p.1-15

2024

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What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?

Video journal of education and pedagogy, 2024-01, Vol.8 (1), p.1-15

2024

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School leaders' perceptions on reading, writing and mathematics in innovative learning environments

Education 3-13, 2019-11, Vol.47 (8), p.906-919

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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Literacy Ability and Phonological Processing Skills amongst Dyslexic and Non-Dyslexic Speakers of Arabic

Reading & writing, 2007-04, Vol.20 (3), p.273-294

2007

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What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools?

Educational review (Birmingham), 2023-10, p.1-20

2023

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Dyslexia: theory, assessment and support

Dyslexia: Theories, Assessment and Support

Cognitive Predictors of Coherence in Adult ESL Learners’ Writing

How do Indonesian EFL students’ writing strategies and writing process differ from English L1 students?

Rhetorical pattern of the Indonesian EFL undergraduate students’ writings

Perceptions of Pacific children’s academic performance at age 6 years : a multi-informant agreement study

Motivating Children with Specific Learning Difficulties: A Teacher’s Practical Guide

Assessing Children with Specific Learning Difficulties: A teacher's practical guide

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

Innovative learning environments in New Zealand: Student teachers’ perceptions

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

Teacher collaboration and innovative learning spaces in New Zealand

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

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

Preparing student teachers post-pandemic: lessons learnt from principals and teachers in New Zealand and Germany

Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools

Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience

What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?: Visiblising Pedagogies

What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters?

School leaders' perceptions on reading, writing and mathematics in innovative learning environments

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

Literacy Ability and Phonological Processing Skills amongst Dyslexic and Non-Dyslexic Speakers of Arabic

What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools?

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