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  1. Home /
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  3. Vol. 23 No. 1 (2022)

Vol. 23 No. 1 (2022)

					View Vol. 23 No. 1 (2022)

Kairaranga—Volume 23 Issue 1 2022

Published: 09/15/2022

Vol 23 Iss 1

  • Editorial

    Wendy Holley-Boen
    i-ii
    • PDF
  • Retrospective: A tribute to the past editors from the current editorial team

    Wendy Holley-Boen, Mandia Mentis, Mike Sleeman, Vickel Narayan, Philippa Butler
    iii-xiii
    • PDF
  • The learning support coordinator’s role in supporting inclusive literacy practice

    Karen Howell
    1-16
    • PDF
  • An inquiry into teachers’ implementation of Play-based Learning aligned approaches within senior primary classes

    Alistair Johnstone
    17-34
    • PDF
  • How literacy resources contribute to a gender inclusive classroom

    Brooke Lewis
    35-49
    • PDF
  • Together for good: Aspects of supportive communication between tertiary classmates that lead to academic success

    Andrew Mock, Georgetta Hodis
    50-65
    • PDF
  • The beauty of universal design for learning (UDL) and why everyone in early childhood education and intervention should be using it

    Thecla Moffat
    66-73
    • PDF
  • Structured literacy: An approach to support ākonga who present with dyslexic tendencies in Māori medium education to learn to read, write and spell in te reo Māori

    Shelley Manuel
    74-105
    • PDF
  • Autistic learners and education: Multiple ‘maskings’

    Vijaya Dharan
    106-109
    • PDF

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