Publications - LitPlus

LitPlus related publications

Boyask, R., Jackson, J., Milne, J., (2024), We enjoy doing reading together: Finding potential in affective encounters with people and things for sustaining volitional reading. Language and Education. https://doi.org/10.1080/09500782.2024.2337658
Boyask, R., Harrington, C., Milne, J., & Smith, B. (2023). “Reading Enjoyment” is Ready for School: Foregrounding Affect and Sociality in Children’s Reading for Pleasure. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-022-00268-x
Boyask, R., May, R., Milne, J., Jackson, J., Harrington, C., Hankin, R. Le Fleming Hall, D. (2022). Experiences of New Zealand children actively reading for pleasure
Boyask, R., Wall, C., Harrington, C., Milne, J., Couch, D. (2021). Reading for Pleasure: For the Collective Good of Aotearoa New Zealand. National Library of New Zealand.
Boyask, R., Mounsey, M., Couch, D., & Smith, B. (2021). A changing story of reading at Huntly College. National Library of New Zealand.
Harrington, C., Milne, J., & Boyask, R. (2021). Making reading for pleasure visible in five primary schools from Kāhui Ako o Tiriwā in West Auckland. National Library of New Zealand.
Jackson J H, & Doell E. H. (2017). Illuminating Parent–Educator Alliances That Enhance Home Reading Practices: A Review of an Intervention Process. Literacy Research and Instruction, 56:4, 322-341. doi: 10.1080/19388071.2017.1341964
Jackson J H, (2016). Home reading versus school reading: When blinkered views disrupt learning. New Zealand Journal of Educational Studies, 51(2), 245-255. doi: 10.1007/s40841-016-0067-7
Jackson J H, (2015) Collaborative support for reading development: Parent partnership in practice. (Unpublished doctoral thesis.) Massey University, Albany, New Zealand.
Milne, J., Boyask, R., & Jackson, J. (2023). Reading for pleasure and Te Mātaiaho: An opportunity not to be missed. New Zealand Literacy Forum, 38(3), 14-22. Read more
Milne, J., Harrington, C. & Boyask, R. (2022). We read together: Collaboration, community and stories supporting children’s reading for pleasure. Literacy Forum NZ, 37(1), 44-55. Read more
Milne, J. (2021). Individual reading styles: a narrative approach to understanding reading behaviour. SN Social Sciences, 1(2), 48. https://doi.org/10.1007/s43545-020-00054-w
Milne, J. (2024). Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t do it. New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-024-00314-w

Other publications

Sadeghi, A., Niyazi, M. P., Tadi, P., Mohammadi, R., Saeidi, A., & Everatt, J. (2022). Dyslexia in Iran: Provisions, Practices and Beliefs in a Relatively Transparent Orthography. In The Routledge International Handbook of Dyslexia in Education (pp. 143-151). Routledge.
Tadi, P., Sadeghi, A., & Nejad, A. M. (2022). Father's voices: Their participation in early childhood education. New Zealand International Research in Early Childhood Education, 24(1), 46-58.
Maurice-Takerei, L (2012). The Assessment of Literacy Capability in Adults: Tensions and Complexities. Proceedings of the Symposium on Assessment and Learner Outcomes M Hodis and S Kaiser eds, Victoria University Wellington , pp15-24 ISBN: 978-0-475-12398-5
Boyask, R., Quinlivan, K., Goulter, M. (2007). “Write-on!”: Investigations into relationships between teacher learning and student achievement through writing, Report for TLRI

Bernay, R. (2020). A school/university partnership changed my ‘being’ as a teacher educator. New Zealand Journal of Educational Studies 55, 303-319. https://doi.org/10.1007/s40841-020-00173-1
Bernay, R., Stringer, P., Milne, J., & Jhagroo, J. (2020). Three models of effective school-university partnerships. New Zealand Journal of Educational Studies 55, 133-148. https://doi.org/10.1007/s40841-020-00171-3
Boyask, R., & Vigurs, K. (2018). Developing a methodology for public engagement with critical research. Policy Futures in Education, 16(2), 217-231. https://doi.org/10.1177/1478210317739521
Jackson J, Veldsman A, Ali A, Adams, J (2022) Avoiding the odd one out: Social Cohesion in New Zealand Primary Classrooms. Education 3-13. https://doi.org/10.1080/03004279.2022.2131454
Maurice-Takerei, L. (2021) Reconnecting teachers and their work. Mid-career teachers engaging in qualification based practitioner research. Practitioner Research in Higher Education, 14(1);50-59
Kamenarac, O., Gould, K., & Tadi, P. (2023). The policy-research-practice triangle in New Zealand early childhood education: Complexities, impossibilities and silences. Early Years, 1-15.
Tadi, P., & Sadeghi, A. (2022). Promoting Fathers' Participation in Early Learning Centres.

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LitPlus is a research and professional learning community based at AUT that focuses on children and young people’s literacy education. Partnership is a fundamental element of our work. Our researchers, schools and early learning services are collaborating together.

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