Alison W Arrow
Biographic Data
| ID | 4619846 |
|---|---|
| NAME | Alison W Arrow |
| GIVEN NAMES | Alison W |
| FAMILY NAME | Arrow |
| SIGNATURE | ARROW A W |
| AFFILIATIONS | University of Canterbury |
| ORCID | 0000-0002-6501-7781 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Reading self‐efficacy and behaviour profiles of beginning readers and the relationship with literacy development
Background Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self‐efficacy and behaviour. Method The current paper explored …
Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty
Background This study explored the impact of different cut‐off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether the cognitive profiles of these poor reader groups remained consistent across varying levels of readi…
Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
No prominent works on this page.
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction
Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty
Background This study explored the impact of different cut‐off points used to identify children with reading difficulties on the distribution of these children across the three poor reader groups predicted by the simple view of reading (dyslexia, specific comprehension difficulty and mixed difficulty). Additionally, the study investigated whether the cognitive profiles of these poor reader groups remained consistent across varying levels of readi…
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Reading self‐efficacy and behaviour profiles of beginning readers and the relationship with literacy development
Background Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self‐efficacy and behaviour. Method The current paper explored …
Psychology (4 works) · Cognition (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · Literacy (2 works) · Multilingual Education and Policy (2 works) · Parental Involvement in Education (2 works) · Psycholinguistics (2 works)