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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom Sharma , Shweta. - : The University of Waikato, 2022 BASE Show details 2 Kittens, Blankets and Seaweed: Developing Empathy in Relation to Language Learning via Children’s Picturebooks [<Journal>] Daly, Nicola [Verfasser] DNB Subject Category Language Show details 3 Language-as-Resource: Language strategies used by New Zealand teachers working in an international multilingual setting Daly, Nicola; Sharma, Sashi In: Australian Journal of Teacher Education (2018) BASE Show details 4 Language-as-resource: Language strategies used by New Zealand teachers working in an international multilingual setting Daly, Nicola; Sharma, Sashi. - : Edith Cowan University, 2018 BASE Show details 5 Understanding the use of Māori and English in dual language picturebooks through a sociolinguistic lens Daly, Nicola In: Sociolinguistics symposium twenty two (2018) BASE Show details 6 Oceanic languages: A comparative investigation of pre-clausal constructions Macdonald, Daryl Eveline. - : University of Waikato, 2017 BASE Show details 7 Audiences, referees, and landscapes: Understanding the use of Māori and English in New Zealand dual language picturebooks through a sociolinguistic lens Daly, Nicola. - : Victoria University Press, 2017 BASE Show details 8 Year 7 and 8 Teachers' Understandings, Beliefs and Practices around the Teaching of Grammar in Relation to the Teaching of Writing Neumann, Melanie Jane. - : University of Waikato, 2016 BASE Show details 9 Children's literature in multilingual classrooms : from multiliteracy to multimodality Lotherington, Heather; Oller, Judith; Lyster, Roy. - London : Institute of Education Press, 2014 BLLDB UB Frankfurt Linguistik Show details 10 The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context Te Arihi, Kylie. - : University of Waikato, 2014 Abstract: One of the biggest challenges confronting literacy education in Aotearoa New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000). English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English. Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue. How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore. This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting. The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort. Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills. Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group. The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach. The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words. The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading. A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling. The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition. Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers. This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts. Keyword: English Reading Skills; Māori-medium Education; Reading Acquisition URL: https://hdl.handle.net/10289/9004 BASE Hide details 11 Kiwi, kapai, and kuia: Māori loanwords in New Zealand English children's picture books published between 1995 and 2005 MacDonald, Daryl Eveline; Daly, Nicola. - : Wizard's Tower Press, 2013 BASE Show details 12 Japanese language teaching in Malaysia and New Zealand: Recent history, current practice and curriculum Abdul Jabbar, Sazlina. - : University of Waikato, 2012 BASE Show details 13 E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori Flavell, William. - : University of Waikato, 2012 BASE Show details 14 Teacher Development for English Language Teaching in China: Based on English Language Teachers' Beliefs and Practices in New Zealand Gao, Suxia. - : University of Waikato, 2011 BASE Show details 15 Dynamic conceptions of input, output and interaction: Vietnamese EFL lecturers learning second language acquisition theory Nguyen, Van Loi. - : University of Waikato, 2011 BASE Show details 16 The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children Rachmani, Rachel Margaret. - : University of Waikato, 2011 BASE Show details 17 Overhearing Tangi, Tangaroa, and Taniwha: the reported effects of Māori loanwords in children's picture books on language use and cultural knowledge of adult readers Daly, Nicola In: Te reo. - Auckland 52 (2009), 3-16 BLLDB Show details 18 Kūkupa, koro, and kai: The use of Māori vocabulary items in New Zealand English children's picture books Daly, Nicola. - : Victoria University of Wellington, School of Linguistics and Applied Language Studies, 2007 BASE Show details 19 Politeness and face in digitally reconfigured E-learning spaces Locke, Terry; Daly, Nicola In: Kalbų studijos. - Kaunas : Kauno Technologijos Universitetas 8 (2006), 39-50 BLLDB Show details 20 Politeness and face in digitally reconfigured e-learning spaces Locke, Terry; Daly, Nicola. - : Kauno Technologijos Universitetas, 2006 BASE Show details Page: 1 2

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