Qualifications & Memberships
My research is broadly cross-disciplinary in nature, and has three key areas. The first is an interrogation into what cognitive development in young children looks like, primarily the study of the development 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 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.
- 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 27(2): 185-199. http://dx.doi.org/10.1080/19404158.2022.2064522.
- Denston A. and Arrow A. (2022) Transition and continuity in school literacy development. Educational Review : 1-2. http://dx.doi.org/10.1080/00131911.2022.2109329.
- 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. Reading and Writing 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.