College of Humanities and Social Sciences staff

Contact details +6469517306

Dr Amanda Denston BA, ME, PGrDipE, PhD

Senior Lecturer - Literacy Education

Doctoral Supervisor
Institute of Education

Professional

Qualifications

  • Bachelor of Arts - University of Canterbury (2003)
  • Master of Education (Distinction) - University of Canterbury (2006)
  • Postgradaute Diploma in Education (Distinction) - University of Canterbury (2012)
  • Doctor of Philiosophy - University of Canterbury (2017)

Certifications and Registrations

  • Licence, Supervisor, Massey University

Research Outputs

Journal

Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2024). Exploring the distribution and cognitive profiles of poor readers across varying levels of reading difficulty: implications for identification and support. Journal of Research in Reading. 47(4), 431-453
[Journal article]Authored by: Denston, A., Sleeman, M.
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Denston, A., Martin, R., Gillon, G., & Everatt, J. (2024). A better start to literacy for bilingual children in New Zealand: findings from an exploratory case study in te reo Māori and English. International Journal of Bilingual Education and Bilingualism. 27(8), 1085-1098
[Journal article]Authored by: Denston, A.
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Cheng, M., Everatt, J., Arrow, A., & Denston, A. (2023). Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure. Language Teaching Research.
[Journal article]Authored by: Denston, A.
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2
Bennett, H., Denston, A., & Arrow, A. (2023). The effectiveness of a parent-implemented, phonological awareness programme on the phonological awareness skills of preschool children. Australian Journal of Language and Literacy. 46(2), 125-143
[Journal article]Authored by: Denston, A.
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1
Denston, A., Martin, R., Taite-Pitama, M., Green, A., Gough, R., & Gillon, G. (2022). Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study. Australian Journal of Indigenous Education. 51(2)
[Journal article]Authored by: Denston, A.
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2

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Denston, A., Martin, R., Fickel, L., & O'Toole, V. (2022). Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand. Teaching and Teacher Education. 117
[Journal article]Authored by: Denston, A.
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11
Denston, A., Martin, R., Fickel, LH., & O’Toole, V. (2022). Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing. New Zealand Journal of Educational Studies. 57(2), 385-406
[Journal article]Authored by: Denston, A.
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3
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). The identification and classification of struggling readers based on the simple view of reading. Dyslexia. 28(3), 256-275
[Journal article]Authored by: Denston, A., Sleeman, M.
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5
Denston, A., Everatt, J., Parkhill, F., & Marriott, C. (2018). Morphology: Is it a means by which teachers can foster literacy development in older primary students with literacy learning difficulties?. Australian Journal of Language and Literacy. 41(2), 94-102
[Journal article]Authored by: Denston, A.
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3
Arrow, A., Neville, A., Denston, A., & Nicholson, T. (2022). Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools. Australian Journal of Learning Difficulties. 27(2), 185-199
[Journal article]Authored by: Denston, A.
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2
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). Evaluation of the “Three Steps in Screening for Dyslexia” Assessment Protocol Designed for New Zealand Teachers. New Zealand Journal of Educational Studies. 57(2), 465-482
[Journal article]Authored by: Denston, A., Sleeman, M.
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2
Gillon, G., McNeill, B., Denston, A., Scott, A., & Macfarlane, A. (2020). Evidence-Based Class Literacy Instruction for Children with Speech and Language Difficulties. Topics in Language Disorders. 40(4), 357-374
[Journal article]Authored by: Denston, A.
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16
Gillon, G., McNeill, B., Scott, A., Denston, A., Wilson, L., Carson, K., . . . Macfarlane, AH. (2019). A better start to literacy learning: findings from a teacher-implemented intervention in children’s first year at school. Reading and Writing. 32(8), 1989-2012
[Journal article]Authored by: Denston, A.
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32
Denston, A. (2018). The influence of a general literacy intervention on the psychosocial development of students with literacy learning difficulties. Asia Pacific Journal of Developmental Differences. 4(1), 93-112 Retrieved from https://www.das.org.sg/about-dyslexia/research/asia-pacific-journal-of-developmental-differences.html
[Journal article]Authored by: Denston, A.
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Denston, A., & Arrow, A. (2022). Transition and continuity in school literacy development. Educational Review. 75(3), 593-595Retreived from https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2109329
[Book Review]Authored by: Denston, A.
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Book

Cheng, M., Everatt, J., Arrow, A., & Denston, A. (2023). Teaching Chinese Heritage Children in New Zealand to Read Chinese Characters in a Community School Through a Progressive Character Reading Method. In Multilingual Education. (pp. 227 - 242).
[Chapter]Authored by: Denston, A.
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Denston, A., Martin, R., Fickel, LH., & O’toole, V. (2023). Re- engaging a culturally and linguistically holistic approach to education in Aotearoa New Zealand: How teachers’ noticing fosters children’s socio- emotional development. In Wellbeing: Global Policies and Perspectives: Insights from Aotearoa New Zealand and beyond. (pp. 101 - 122).
[Chapter]Authored by: Denston, A.
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Everatt, J., Arrow, A., Denston, A., & Sleeman, M. (2022). Dyslexia in aotearoa New Zealand: An issue both old and new. In The Routledge International Handbook of Dyslexia in Education. (pp. 228 - 237).
[Chapter]Authored by: Denston, A., Sleeman, M.
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Everatt, J., & Denston, A.(2019). Dyslexia: Theories, Assessment and Support. London, United Kingdom: Routledge
[Authored Book]Authored by: Denston, A.
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Denston, A., Fickel, LH., Martin, R., & O'Toole, V. (2022). Laying the Foundation for Wellbeing in Youth in New Zealand: Developing Socio-Emotional Understandings in Students, Families, and Teachers Through a Co-constructed Culturally and Linguistically Sustaining Framework. In R. McLellan, C. Faucher, & V. Simovska (Eds.) Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives. (pp. 121 - 133). Cham, Switzerland: Springer Nature Switzerland AG
[Chapter]Authored by: Denston, A.
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Everatt, J., Arrow, A., Denston, A., & Sleeman, M. (2022). Dyslexia in Aotearoa New Zealand An Issue Both Old and New. In G. Elbeheri, & S. Lee (Eds.) The Routledge International Handbook of Dyslexia in Education. (pp. 228 - 237). London: Routledge
[Chapter]Authored by: Denston, A., Sleeman, M.
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Martin, R., & Denston, A. (2022). Challenging Existing Spaces: Deconstructing Indigenous Power Imbalances Within Aotearoa New Zealand. In LC. Assaf, P. Sowa, & K. Zammit (Eds.) Global Meaning Making. (pp. 101 - 116). Bingley, United Kingdom: Emerald Publishing Limited
[Chapter]Authored by: Denston, A.
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Denston, A., & Everatt, J. (2018). Literacy learning interventions, the development of self-concept and resilient self-efficacy. In B. McLean, & J. Zocher (Eds.) THE AUSTRALIAN DYSLEXIA LEARNING DIFFERENCE HANDBOOK 2018/19. (pp. 35 - 45). NSW, Australia: The Learning Difference Convention
[Chapter]Authored by: Denston, A.
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Report

Fickel, L., Denston, A., Martin, R., & O'Toole, V. (2023). Co-constructing a culturally and linguistically sustaining Te Tiriti–based Ako framework for socio-emotional wellbeing in education: A collaborative project among teachers, whānau, hapū and iwi to enable a holistic approach to education. Teaching and Learning Research Initiative.
[Commissioned Report]Authored by: Denston, A.
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Butler, P., Denston, A., Eden, R., & Hodson, D. (2023). English and Mathematics & Statistics learning areas: Fast-test feedback on progression steps..
[Commissioned Report]Authored by: Butler, P., Denston, A., Eden, R., Hodson, D.
Butler, P., Denston, A., Eden, R., & Hodson, D. (2023). Feedback on Te Mātaiaho | The Refreshed New Zealand Curriculum.
[Commissioned Report]Authored by: Butler, P., Denston, A., Eden, R., Hodson, D.
Denston, A. (2021). Review of the Literature on Speaking and Listening Skills. Ministry of Education.
[Commissioned Report]Authored by: Denston, A.
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Other

Everatt, J., & Denston, A. (2022). Response by Everatt and Denston. (pp. 711 - 713).
[Other]Authored by: Denston, A.
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Thesis

Denston, A. (2016). Self-esteem and resilience in students with literacy learning difficulties within an educational context. (Doctoral Thesis) Denston, A. (2016). Self-esteem and resilience in students with literacy learning difficulties within an educational context. (Doctoral Thesis)
[Doctoral Thesis]Authored by: Denston, A.

Conference

Denston, A., & Arrow, A. (2023, February). Literacy assessments and interventions in Aotearoa New Zealand primary schools. Presented at 14th Educational Psychology Forum. Christchurch, New Zealand.
[Conference Oral Presentation]Authored by: Denston, A.
Denston, A., & Arrow, A. (2023, February). Unpacking literacy assessments in Aotearoa New Zealand schools: How can we link practice with theory?. Presented at 14th Educational Psychology Forum. Christchurch, New Zealand.
[Conference Oral Presentation]Authored by: Denston, A.
Denston, A., Arrow, A., & Everatt, J. (2023, July). The influence of a morphological intervention on the literacy and psychosocial development of children experiencing literacy difficulties in Year 4 to 6. Presented at 30th Annual SSSR Meeting. Port Douglas.
[Conference Oral Presentation]Authored by: Denston, A.
Denston, A. (2023, October). Morphological interventions and literacy and psychosocial development: From Research to Practice. Presented at Annual Learning Disabilities Association New Zealand. Palmerston North.
[Conference Oral Presentation]Authored by: Denston, A.

Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 5 0

Current Doctoral Supervision

Main Supervisor of:

  • Sarah Stock - Doctor of Philosophy
    Optimising Literacy Development- Determining the ideal Transition from Decodable Readers to Authentic Texts for Early Readers to Enhance Fluency and Comprehension
  • Kate Parker-Corney - Doctor of Philosophy
    Exploring the literacy demands of the NCEA 1 Level History external source analysis standard
  • Kun Wu - Doctor of Philosophy
    The significance of relationships to student wellbeing - A comparative study of China and New Zealand educator
  • Claire Knight - Doctor of Philosophy
    Deconstructing and Reconstructing Reading Comprehension :Addressing Comprehension Challenges in Upper Primary Years 4-8
  • Esmee Elias-Tito - Doctor of Philosophy
    Evidenced-based literacy: Bridging the gap between research and practice. What can we learn from structured literacy practice and implementation in NZ primary schools?

Media and Links

Media

  • 16 Nov 2022 - Online
    The refreshed curriculum for English: What’s chang
    Blog post:The long-awaited first phase of the curriculum review has been shared, with the Ministry of Education release of the refreshed Mathematics and Statistics and English Curriculum. We were surp
  • 16 May 2023 - Online
    Centring Māori in research: Journeying beyond the
    An invited blog written for NZARE

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Last updated on Monday 27 February 2023