Creating teacher support material and student resources which align with current research and best practice is integral to the vision of Micaela Ann Publications. There is an abundance of academic research in the field of early literacy development, nationally and internationally, which requires engagement on the parts of teachers, schools, and educational leaders and policy makers in Aotearoa. This page presents a small introduction into this body of work (all freely available online), and have all been influential in the development of our MAPs resources.
Arrow, A. & Tunmer, W. (2012). Contemporary reading acquisition theory: The conceptual basis for differentiated reading
Bonnar, M. (2017). Are New Zealand’s Literacy Policies Still Relevant for the 21st Century?
Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2001). Does success in the Reading Recovery program depend on developing
proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading, 5(2), 141-176.
Dymock, S. (2017). There must be a better way - The case against the New Zealand Literacy Strategy and some examples of how
we can help students who fall by the wayside. Literacy Forum NZ, 32(3), 6–16.
Patel, S. (2010). Reading at risk: Why effective literacy practice is not effective. Waikato Journal of Education, 15(3).
Senior, T. A. (2013). Whole language and phonics: Which instructional practices are most effective in teaching at-risk students
to read? Massey University, Manawatu, New Zealand.
Tunmer, W. E., Chapman, J. W., & Prochnow, J. E. (2006). Literate Cultural Capital at School Entry Predicts Later Reading.
New Zealand Journal of Educational Studies, 41(2), 183.
Tunmer, W. E., Chapman, J. W., Greaney, K. T., Prochnow, J. E., & Arrow, A. W. (2013). Why the New Zealand National Literacy
Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports. Australian Journal of Learning Difficulties, 18(2), 139-180.