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Publications - LitPlus
View the latest publications on literacy education from researchers in the LitPlus community based at AUT.
LitPlus related publications
- Boyask, R., Milne, J., Jackson, J., May, R., Blokker, S. (2024) Relationships between reading for pleasure and children’s wellbeing in Aotearoa New Zealand. LitPlus Research and Professional Learning AUT, Auckland.
- 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. https://doi.org/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. https://doi.org/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 (Unpublished doctoral thesis.)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.
Meet the team
Learn more about our literacy education researchers and the LitPlus community at AUT.
About LitPlus
Find out more about the LitPlus research and professional learning community, and the work we do to encourage literacy education for children and young people.