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Excellence and equity in literacy education

Overview of attention for book
Cover of 'Excellence and equity in literacy education'

Table of Contents

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    Book Overview
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    Chapter 1 The Development of New Zealand’s National Literacy Strategy
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    Chapter 2 Findings from New Zealand’s Participation in the Progress in International Reading Literacy Study in 2001, 2006, and 2011
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    Chapter 3 Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Literacy Supports?
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    Chapter 4 Literacy Performances of Young Adults in New Zealand: Outcomes of School-Based Literacy Instruction
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    Chapter 5 Literacy and the Early Education Curriculum in New Zealand
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    Chapter 6 Pedagogical Constructivism in New Zealand Literacy Education: A Flawed Approach to Teaching Reading
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    Chapter 7 Literate Cultural Capital and Matthew Effects in Reading Achievement
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    Chapter 8 Meeting the Needs of Beginning Readers through Differentiated Instruction
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    Chapter 9 Teacher Knowledge Needed for Differentiated Early Reading Instruction
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    Chapter 10 Eleven Myths about Literacy Education in New Zealand
Attention for Chapter 5: Literacy and the Early Education Curriculum in New Zealand
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Citations

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Readers on

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4 Mendeley
Summary Dimensions citations
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Chapter title
Literacy and the Early Education Curriculum in New Zealand
Chapter number 5
Book title
Excellence and Equity in Literacy Education
Published by
Springer Nature, January 2015
DOI 10.1057/9781137415578_5
Book ISBNs
978-1-349-68210-2, 978-1-137-41557-8
Authors

McLachlan, Claire J., Arrow, Alison W., Claire J. McLachlan, Alison W. Arrow

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 4 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 4 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 1 25%
Student > Ph. D. Student 1 25%
Student > Bachelor 1 25%
Unknown 1 25%
Readers by discipline Count As %
Social Sciences 2 50%
Arts and Humanities 1 25%
Unknown 1 25%

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