Now showing items 1-7 of 7

    • The effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS) 

      McNeill, B.C.; Gillon, G.T.; Dodd, B. (University of Canterbury. School of Literacies and Arts in Education., 2009)
      Background and Aim: This study investigated the effectiveness of an integrated phonological awareness approach for children with Childhood Apraxia of Speech (CAS). Change in speech, phonological awareness, letter knowledge, ...
    • An investigation into the effectiveness of Smart Starts perceptual motor programme on children’s reading ability 

      Klomp, Aleisha Margaret (University of Canterbury. Educational Studies and Human Development, 2012)
      Perceptual Motor Programmes are implemented in more than 300 junior schools around New Zealand (Cropp, 2008). When implemented, many teachers believe the programme improves learning including reading abilities, increases ...
    • (Re)-Constructing Māori Children as Achieving Learners. 

      Harris, Fleur Estelle Jeanne (University of Canterbury. School of Educational Studies and Human Development, 2007)
      Since early European settlement of Aotearoa New Zealand Māori children have been constructed as deficient learners in the education system, and this construction continues to undermine their learning at school today ...
    • Reading errors made by children with low vision 

      Douglas, G.; Grimley, M.; McLinden, M.; Watson, L. (University of Canterbury. School of Educational Studies and Human Development, 2004)
      Previous research has shown that, on average, children with low vision lag their sighted peers in general reading development (in terms of speed, accuracy and comprehension). This study sought to examine this apparent lag ...
    • What can we do to support reading for young adolescent students? 

      Fletcher, J. (University of Canterbury. School of Teacher Education, 2016)
      Young adolescents are at a critical stage in their schooling. They are consolidating and improving their reading skills. By exploring what supports these 11- to 13-year-old students in reading from a wider systemic ...
    • What can we learn from young adolescents' perceptions about the teaching of reading? 

      Fletcher, J.; Nicholas, K. (University of Canterbury. School of Teacher Education, 2016)
      Young adolescent students are at a critical time in their schooling. Once they embark into secondary schooling their prospects of achieving well across a range of curriculum subjects can often depend on their ability to ...
    • The wider systemic conditions that support reading for 11 to 13 year-old students. 

      Fletcher, Josephine Florence (University of Canterbury. School of Literacies and Arts in Education, 2011)
      This thesis addresses better understandings of the wider systemic factors that support 11- to 13-year-old students in reading. A socio-constructivist paradigm was used to view multiple constructions of realities. Using a ...