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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 Hits 1 – 5 of 5 1 Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction [<Journal>] Arrow, Alison W. [Verfasser]; Braid, Christine [Verfasser]; Chapman, James W. [Verfasser] DNB Subject Category Language Show details 2 Alphabet and phonological awareness: can it be enhanced in the early childhood setting? ... McLachlan, Claire; Arrow, Alison. - : Monash University, 2016 BASE Show details 3 Promoting alphabet knowledge and phonological awareness in low socioeconomic child care settings: a quasi experimental study in five New Zealand centers McLachlan, Claire; Arrow, Alison In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 5, 819-839 BLLDB OLC Linguistik Show details 4 Alphabet and phonological awareness: can it be enhanced in the early childhood setting? McLachlan, Claire; Arrow, Alison. - : Monash University. Faculty of Education, 2010 Abstract: There is a growing body of evidence that children who possess both alphabetic and phonological awareness on school entry are in a good position to make the transition from emergent to conventional literacy (Nicholson, 2005; Whitehurst & Lonigan, 1998). One of the challenges is how teachers can foster emergent literacy, including alphabetic and phonological awareness, within a holistic curriculum framework, such as New Zealand's early childhood curriculum, Te Whariki. Drawing on our respective research studies into children's literacy (Arrow, 2007; McLachlan et al., 2006), we will discuss the implications for an early childhood intervention project which is aimed at promoting phonological awareness and alphabetic knowledge in children aged 3-5 years, through professional development of teachers. This paper examines the issues involved in challenging teachers' beliefs, the effectiveness of professional development, research with children and teachers and enhancing literacy opportunities in the curriculum. URL: http://arrow.monash.edu.au/hdl/1959.1/1048549 BASE Hide details 5 Potential precursors to the development of phonological awareness in preschool children Arrow, Alison Wendy. - : ResearchSpace@Auckland, 2007 BASE Show details

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