| Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA EK Washburn, ES Binks-Cantrell, RM Joshi, S Martin-Chang, A Arrow Annals of dyslexia 66, 7-26, 2016 | 131 | 2016 |
| 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 … WE Tunmer, JW Chapman, KT Greaney, JE Prochnow, AW Arrow Australian Journal of Learning Difficulties 18 (2), 139-180, 2013 | 123 | 2013 |
| Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: a quasi experimental study in five New Zealand centers C McLachlan, A Arrow Reading and writing 27, 819-839, 2014 | 56 | 2014 |
| Multimedia literacy practices in beginning classrooms and at home: the differences in practices and beliefs AW Arrow, BT Finch Literacy 47 (3), 131-141, 2013 | 50 | 2013 |
| PIRLS before swine: A critique of New Zealand's national literacy strategy WE Tunmer, T Nicholson, KT Greaney, JE Prochnow, JW Chapman, ... New zealand journal of educational studies 43 (2), 105-119, 2008 | 48 | 2008 |
| Literacy in the E arly Y ears in N ew Z ealand: policies, politics and pressing reasons for change C McLachlan, A Arrow Literacy 45 (3), 126-133, 2011 | 43 | 2011 |
| Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction AW Arrow, C Braid, JW Chapman Annals of Dyslexia 69, 99-113, 2019 | 42 | 2019 |
| Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers JW Chapman, KT Greaney, AW Arrow, WE Tunmer Australian Journal of Learning Difficulties 23 (1), 87-104, 2018 | 42 | 2018 |
| Contemporary reading acquisition theory: The conceptual basis for differentiated reading instruction AW Arrow, WE Tunmer Contemporary debates in childhood education and development, 241-249, 2012 | 32 | 2012 |
| Emergent literacy skills in New Zealand kindergarten children: Implications for teaching and learning in ECE settings AW Arrow He Kupu 2 (3), 57-69, 2010 | 31 | 2010 |
| Reading: Phonics instruction WE Tunmer, AW Arrow International guide to student achievement, 316-319, 2013 | 26 | 2013 |
| Phonological-based assessment and teaching within a first year reading program in New Zealand K Greaney, A Arrow The Australian Journal of Language and Literacy 35 (1), 9-32, 2012 | 25 | 2012 |
| Meeting the needs of beginning readers through differentiated instruction AW Arrow, JW Chapman, KT Greaney Excellence and equity in literacy education: The case of New Zealand, 171-193, 2015 | 23 | 2015 |
| Literate cultural capital and Matthew effects in reading achievement JE Prochnow, WE Tunmer, AW Arrow Excellence and equity in literacy education: The case of New Zealand, 145-167, 2015 | 21 | 2015 |
| Potential precursors to the development of phonological awareness in preschool children AW Arrow PhD Thesis-University of Auckland, 2007 | 21 | 2007 |
| Teacher knowledge needed for differentiated early reading instruction AW Arrow, CJ McLachlan, KT Greaney Excellence and equity in literacy education: The case of New Zealand, 194-213, 2015 | 20 | 2015 |
| The emergent literacy approach to effective teaching and intervention AW Arrow, C McLachlan Perspectives on Language and Literacy 37 (4), 35-38, 2011 | 19 | 2011 |
| Alphabet and Phonological Awareness: Can It Be Enhanced in the Early Childhood Setting?. C McLachlan, A Arrow International Research in Early Childhood Education 1 (1), 84-94, 2010 | 19 | 2010 |
| Not just storybook reading: Exploring the relationship between home literacy environment and literate cultural capital among 5-year-old children as they start school B Van Tonder, A Arrow, T Nicholson The Australian journal of language and literacy 42 (2), 87-101, 2019 | 18 | 2019 |
| The development of phonological awareness and letter knowledge in young New Zealand children AW Arrow, CJ McLachlan Speech, Language and Hearing 17 (1), 49-57, 2014 | 18 | 2014 |
William TunmerDistinguished Professor of Educational Psychology, Massey UniversityBestätigte E-Mail-Adresse bei massey.ac.nz
