Alison Arrow

Associate ProfessorAlison Arrow

Rehua 409
Internal Phone: 93169

Qualifications & Memberships

Research Interests

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.

Recent Publications

  • 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.