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There must be a better way - The case against the New Zealand Literacy Strategy and some examples of how we can help students who fall by the wayside
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By rule or by rote? To what extent does children’s spelling improve as a result of learning words with the LOOK, SAY, COVER, WRITE, CHECK, FIX strategy, compared with phonological spelling strategies?
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In: New Zealand Association for Research Conference (2017)
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Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read
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The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context
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The Effects of a Phonological Awareness and Alphabet Knowledge Intervention on Four Year Old Kindergarten Children
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A Comparison Study of the Effects of Text Structure Training, Reading Practice, and Guided Reading on Reading Comprehension
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