Learning to read and explicit teaching
https://www.teachermagazine.com.au/arti ... t-teaching
About Anne Castles:
Anne Castles is Distinguished Professor of Cognitive Science at Macquarie University, and Scientific Director of the Macquarie University Centre for Reading. Her research focuses on learning to read and reading disorders. She is a Fellow of the Academy of Social Sciences in Australia (FASSA) and serves on the Editorial Boards of several journals, including the Journal of Experimental Child Psychology and Scientific Studies of Reading. She is also on the Council of Learning Difficulties Australia.
About Jennifer Buckingham [new appointment as Director of Strategy at Multilit at the time of this post]:
Dr Jennifer Buckingham is Senior Research Fellow and Director of Strategy at MultiLit.
Jennifer is a member of IFERI's 'Advisory Group' and this is the IFERI description of her work thus far which now needs to be updated:
Expertise: Schools policy, school funding, school choice, literacy, NAPLAN, teacher quality
Jennifer’s main area of work is school education, and she has published papers on school choice, school funding, literacy, international assessments (including PISA), NAPLAN and My School, religious schools, boys’ education, teacher training and employment, class size, and educational disadvantage. She is the author of the reports School Funding on a Budget (2014),Why Jaydon Can’t Read (2014), Religious Schools in Australia (2010), Schools of Thought: A Collection of Articles on Education (2009), Families, Freedom and Education (2001) and Boy Troubles (2000), among others.
Jennifer has also written about child care, female labour force participation, and NSW trains. Jennifer’s doctoral research was on literacy and social disadvantage.
Jennifer has been at the forefront of debate on education matters for more than a decade, with hundreds of articles in major newspapers and regular radio appearances. Her future work at CIS will continue to focus on school choice and funding, accountability for student performance, and effective instruction.