Research/Scholarly/Creative Works

Journal Articles

• Arrow A., Neville A., Denston A. and Nicholson T. (2022) Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools. Australian Journal of Learning Difficulties http://dx.doi.org/10.1080/19404158.2022.2064522.

• Gillon G., McNeill B., Scott A., Arrow A., Gath M. and Macfarlane A. (2022) A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework.. Read Writ : 1-34. http://dx.doi.org/10.1007/s11145-022-10303-4.

• Sleeman M., Everatt J., Arrow A. and Denston A. (2022) Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers. New Zealand Journal of Educational Studies http://dx.doi.org/10.1007/s40841-022-00254-3.

• Sleeman M., Everatt J., Arrow A. and Denston A. (2022) The identification and classification of struggling readers based on the simple view of reading. Dyslexia: an international journal of research and practice Early View: 1-20. http://dx.doi.org/10.1002/dys.1719.

• Arrow AW., Braid C. and Chapman JW. (2019) Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction. Annals of Dyslexia 69(1): 99-113. http://dx.doi.org/10.1007/s11881-018-00168-0.

• Van Tonder B., Arrow A. and Nicholson T. (2019) Not just storybook reading: Exploring the relationship between home literacy environment and literate cultural capital among 5-year-old children as they start school. Australian Journal of Language and Literacy 42(2): 87-102.

• Chapman JW., Greaney KT., Arrow AW. and Tunmer WE. (2018) Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers^*. Australian Journal of Learning Difficulties 23(1): 87-104. http://dx.doi.org/10.1080/19404158.2018.1467937.

• Washburn EK., Binks-Cantrell ES., Joshi RM., Martin-Chang S. and 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. http://dx.doi.org/10.1007/s11881-016-0128-0.

• Washburn EK., Binks-Cantrell ES., Joshi RM., Martin-Chang S. and 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. http://dx.doi.org/10.1007/s11881-015-0115-x.

• Senior T., Arrow AW. and 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.

• Arrow AW. and McLachlan CJ. (2014) The development of phonological awareness and letter knowledge in young New Zealand children. Speech, Language and Hearing 17(1): 49-57. http://dx.doi.org/10.1179/2050572813Y.0000000023.

• Arrow AW., Evans A. and Greaney KT. (2014) A brief analogy strategy based intervention supports the development of invented spelling and decoding. Kairaranga 15(2): 7-15.

• Greaney K. and Arrow AW. (2014) The importance of teaching phonological-based spelling skills. Kairaranga 15(1): 18-23.

• McLachlan C. and 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. http://dx.doi.org/10.1007/s11145-013-9467-y.

• Arrow AW. and Finch BT. (2013) Multimedia literacy practices in beginning classrooms and at home: The differences in practices and beliefs. Literacy 47(3): 131-141. http://dx.doi.org/10.1111/lit.12006.

• Tunmer WE., Chapman JW., Greaney KT., Prochnow JE. and Arrow AW. (2013) Reading Recovery and the failure of New Zealand national literacy strategy. Learning Difficulties Australia Bulletin 45(3): 13-17.

• Tunmer WE., Chapman JW., Greaney KT., Prochnow JE. and Arrow AW. (2013) Why the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports. Australian Journal of Learning Difficulties 18(2): 139-180. http://dx.doi.org/10.1080/19404158.2013.842134.

• Greaney K. and 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): 9-32.

• Arrow AW. and McLachlan CJ. (2011) The emergent literacy approach to effective teaching and intervention. Perspectives on Language and Literacy 37(4): 35-38.

• Mclachlan C. and Arrow A. (2011) Literacy in the Early Years in New Zealand: Policies, politics and pressing reasons for change. Literacy 45(3): 126-133. http://dx.doi.org/10.1111/j.1741-4369.2011.00598.x.

• Arrow AW. (2010) Emergent literacy skills in New Zealand kindergarten children: Implications for teaching and learning in ECE settings. He Kupu 2: 57-69.

• Tunmer WE., Nicholson T., Greaney KT., Prochnow JE., Chapman JW. and 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.

Edited Volumes

• McLachlan CJ; Arrow AW (Ed.) (2017) Literacy in the early years: Reflections on international research and practice. Singapore: Springer. http://dx.doi.org/10.1007/978-981-10-2075-9.

Chapters

• Everatt J., Arrow A., Denston A. and Sleeman M. (2022) Dyslexia in Aotearoa New Zealand: An issue both old and new. In Elbeheri G; Siang L (Ed.), The Routledge International Handbook of Dyslexia in Education (1st ed.): 228-237. Oxon, UK: Routledge.

• Finch BT. and Arrow AW. (2017) Digital Technologies in the Literate Lives of Young Children. In McLachlan CJ; Arrow AW (Ed.), Literacy in the early years: Reflections on international research and practice: 221-283.Springer. http://dx.doi.org/10.1007/978-981-10-2075-9_12.

• McLachlan CJ. and Arrow AW. (2017) Conceptualising literacy in the early childhood setting. International Perspectives on Early Childhood Education and Development: 1-19. http://dx.doi.org/10.1007/978-981-10-2075-9_1.

• McLachlan CJ. and Arrow AW. (2017) Promoting the predictors of literacy in early childhood settings: An analysis of two studies in low ses settings. International Perspectives on Early Childhood Education and Development: 199-220. http://dx.doi.org/10.1007/978-981-10-2075-9_11.

• Arrow AW. and McLachlan CJ. (2016) The Future of Literacy Research in the Early Childhood Context.. In McLachlan CJ; Arrow AW (Ed.), Literacy in the Early Years Reflections on International Research and Practice: 259-268.Springer. http://dx.doi.org/10.1007/978-981-10-2075-9_14.

• Arrow AW., Chapman JW. and Greaney KT. (2015) Meeting the needs of beginning readers through differentiated instruction. In Tunmer WE; Chapman JW (Ed.), Excellence and equity in literacy education: The case of New Zealand: 171-193. Bassingstoke: Palgrave Macmillan. http://dx.doi.org/10.1057/9781137415578_8.

• Arrow AW., McLachlan CJ. and Greaney KT. (2015) Teacher Knowledge Needed for Differentiated Early Reading Instruction. In Tunmer WE; Chapman JW (Ed.), Excellence and equity in literacy education: The case of New Zealand: 194-213. Basingstoke, UK: Palgrave Macmillan. http://dx.doi.org/10.1057/9781137415578_9.

• McLachlan C., Arrow A. and Watson J. (2013) Partnership in promoting literacy: An exploration of two studies in low-decile early childhood settings in New Zealand. Research Partnerships in Early Childhood Education: Teachers and Researchers in Collaboration: 71-91. http://dx.doi.org/10.1057/9781137346889.

• Tunmer WE. and Arrow AW. (2013) Reading: Phonics instruction. In Hattie J; Anderman E (Ed.), International Guide to Student Achievement: 316-319. London: Routledge.

• Arrow AW. and Tunmer WE. (2012) Contemporary reading acquisition theory: The conceptual basis for differentiated reading instruction. Contemporary Debates in Childhood Education and Development: 241-249. http://dx.doi.org/10.4324/9780203115558-38.

• Arrow AW. and Tunmer WE. (2012) Contemporary reading acquisition theory: The conceptual basis for differentiated reading instruction. In Suggate S; Reese E (Ed.), Contemporary Debates in Childhood Education and Development: 241-249. http://dx.doi.org/10.4324/9780203115558.

Reports

• Arrow A., Gillon G., McNeill B. and Scott A. (2021) Ready to Read phonics plus project: End of project report. In Ready to Read phonics plus project: End of project report, Child Well-being Research Institute. Commissioned by Ministry of Education.

• Arrow A. (2018) The Early Literacy Project: Implementation report to the Ministry of Education.Massey University. Commissioned by Ministry of Education.

• Chapman JW., Arrow AW., Braid C., Greaney KT. and Tunmer WE. (2018) The Early Literacy Project: Final milestone report.Massey University. 163. http://dx.doi.org/10.13140/RG.2.2.23957.68321.

• Arrow AW., Chapman JW., Braid C. and Tunmer WE. (2017) Early Literacy Research Project: Report to the New Zealand Ministry of Education for Year 2 (2016) Phase.. In Early Literacy Research Project: Report to the New Zealand Ministry of Education for Year 2 (2016) Phase., Massey University. Commissioned by Ministry of Education, New Zealand.

• Chapman JW., Arrow AW., Tunmer WE. and Greaney K. (2015) Findings from the Survey of Teacher Literacy knowledge and efficacy.Massey University Institute of Education.

Conference Contributions - Other

• Arrow A. (2021) Lessons from the development of a new approach to early literacy approach at a national level: The Early Literacy Approach in New Zealand.. Virtual conference: Connect'M 3, 21 Aug 2021.

Conference Contributions - Published

• Braid C., Arrow A. and Chapman J. (2021) The amount of guidance needed to support teacher change in early literacy teaching.. In.

Conference Contributions - Other

• Arrow A. and Chapman JW. (2019) Explicit instruction in decoding mediates Matthew effects for student in low SES schools. Toronto, Canada: 26th Annual Meeting of the Society for the Scientific Study of Reading, 17-20 Jul 2019.

Conference Contributions - Published

• Arrow AW. (2018) Digital technology use in ECE: How and what. In.

• Arrow AW. (2018) Identifying literacy learning difficulties early: Response to intervention and getting it right. In.

• Arrow AW. (2018) Individual differences at school entry in New Zealand: Explanations and effects. In.

• Arrow AW. and Chapman JW. (2018) Word reading accuracy in children taught by whole-language: Does instruction influence the prediction of later ability? In.

• Arrow AW., Braid C. and Chapman JW. (2017) Teacher knowledge and the effect on instructional practices in New Zealand. In Halifax, Canada.

• Chapman JW., Greaney KT., Arrow AW. and Tunmer WE. (2017) Phonics Use, Teachers’ Knowledge of Language Constructs, and Teachers’ Literacy Teaching Practices in New Zealand. In University of Queensland, Brisbane, Australia.

• Arrow AW., Tunmer WE. and Chapman JW. (2016) Extending the Simple View of Reading: A test of the Cognitive Foundations of Learning to read model. In Porto, Portugal.

• Arrow AW. and Chapman JW. (2015) Can the use of differentiated instruction from school entry reduce New Zealand's persistently large inequities in literacy achievement outcomes? In Belfast, Northern Ireland.

• McLachlan CJ. and Arrow AW. (2014) Professional learning and literacies in the early childhood setting: Do collaborative planned reviews change literacy outcomes? In New York.

• Arrow AW., McLachlan CJ. and Finch BT. (2013) The linguistic and literacy knowledge of New Zealand teachers: A summary of three studies. In Hong Kong.

• Arrow AW. (2012) Alphabet knowledge in the acquisition of early orthographic representations. In Montreal, Canada.

• Arrow AW. and Finch BT. (2012) Multimodal literacy practices in beginning classrooms and at home: The differences in practices and beliefs. In University of Leicester, Leicester, UK.

• McLachlan CJ. and Arrow AW. (2012) Professional learning about literacy in the early childhood setting: Findings of two intervention studies in New Zealand. In University of Leicester, Leicester, UK.

Student Supervision

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Current
• PhD - Bennett H: Home and whanau based interventions to support early phonological awareness and vocabulary
• PhD - Liu J: Working memory and reading comprehension in L2 English language users
• PhD - Pearce J: Perceptions and values young people hold towards writing and the implications for learning to write
• PhD - Proctor T: A case study of how one high school supports teachers as it transitions from a traditional structure of curriculum to curriculum integration at Year 9
• PhD - Rakhshanfadaee A: Metacognitive components of reading comprehension in English language learners
• PhD - Shaheema F: Reading Instruction: Content knowledge, self-perceived teaching abilities and beliefs of teachers in Key Stage One of Maldivian Schools
• PhD - Stienert-Parker S: Relationships between Emotions and Learning in Dyslexic/Literacy Underachieving Primary-Aged Children: An Intervention Study
• PhD - Stubbings T: Teacher knowledge and perceptions of the teaching of writing
• Masters - Conway C: Non Verbal Learning Disorder: A Global and New Zealand Perspective
• Masters - Daly J: Exploring the relationship between young children’s digital technology use and their executive functioning
• Masters - Ladbrook S: Teaching morphology through spelling in Year 4-8
• Masters - Prisk R: Low birthweight babies and later cognitive development
Completed
• PhD - Chang F: A shared reading program for young Chinese heritage language learners: Its effectiveness on learning motivation and Chinese literacy development (2022)
• PhD - Edwards L: To what extent are language assessment scores used in valid and ethical ways for the purpose of immigration, employment and professional registration in a New Zealand context? (2019)
• PhD - Harris L: Emergent bilinguals and the digital world (2021)
• PhD - Sleeman M: The identification and classification of reading disorders based on the Simple View of Reading (2021)
• Masters - Bennett H: Investigating the Effectiveness of a Parent-Led, Home-Based Phonological Awareness and Vocabulary Programme on 4-year-old Children (2020)
• Masters - Briggs S: What adolescents with learning difficulties understand about how they learn (2019)
• Masters - Crisp K: The relationship between literacy, self-efficacy and behaviour across the early years of school in New Zealand (2021)
• Masters - Jones G: Evaluating the perceptions and understandings of strengths-based practices of teachers in early childhood (2020)
• Masters - Lim M: What parents and teachers want to support childhood aggression in early childhood (2019)
• Masters - Pearce J: The use of instructional rubrics to support writers with specific learning disabilities (2019)
• Masters - Roberts R: 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 (2021)

Editorial Work

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• Australian Journal of Language and Literacy Editorial Board Member ( 2016 - 2022)
• Journal of Research in Reading Associate Editor ( 2019 - 2021)

Research Groups

Future Research

• Comparison of different literacy instructional approaches
• Embedding explicit teaching for literacy into classroom teaching