Media Mention: 25 June 2024
Supporting older primary school students struggling to progress in learning to read has long presented a conundrum for educators.
Media mention: 4 June 2024
Dr Mark Carter discusses The Academy for the Science of Instruction and its aim of training teachers in essential skills that universities generally do not cover in initial teacher education courses.
Media Mention: 5 June 2024
Dean of The Academy for the Science of Instruction, Dr Mark Carter and Academic Board Chair, Emeritus Professor Kevin Wheldall AM, discuss the need for evidence-based teaching practices to improve student achievement, in an article published in Education Review.
Media Mention: 12 June 2024
Chloe Allen, an Awabakal and Dunghutti woman who grew up in the Northern Rivers on Bundjalung Country, joined educational organisation MultiLit last year as project lead of the federal government-funded Closing the Gap program, working with Indigenous-majority schools across the country to help improve students’ English literacy outcomes.
Media Mention: 30 April 2024
In a review of series of studies examining the cognitive and academic impact of using ‘brain breaks’ in the primary classroom. Dr Jennifer Buckingham OAM and Maddy Goto note, “There is mixed but weak evidence of the effect of active breaks and mindfulness breaks on academic achievement.”
Media Mention: 3 April 2024
Dr Jennifer Buckingham OAM comments that “Every state and territory education minister must pledge to provide the keys to literacy to every child before they leave primary school and to do what is necessary to support those students still struggling in secondary school…”.
Media Mention: 19 February 2024
With over 35% of students in WA struggling to read, Dr Jennifer Buckingham OAM says the results show schools are using approaches “that are inferior to explicit and systematic phonics teaching and leave too many children struggling, or worse, falling through the cracks.”
Media Mention: 19 February 2024
In WA Today’s article, ‘WA’s reading problem is hiding in plain sight’, Dr Jennifer Buckingham OAM writes that more must be done to ensure reforms are supported by robust evidence around what works to enhance learning and boost students’ results.
Media Mention: 10 February 2024
Dr Jennifer Buckingham OAM says too many schools are still using outdated strategies that are inferior to teaching phonics explicitly and systematically, leaving many children struggling.
Media Mentions: 10 February 2024
Listen to Dr Jennifer Buckingham OAM being interviewed for ABC radio World News Today, discussing the need to teach children to read in an explicit and systematic way, following the release of the Grattan Institute report into reading in Australian schools.
Media Mentions: 10 February 2024
Dr Jennifer Buckingham OAM comments on decodable readers and how they set up reading habits in beginning readers of working out what the words are based on their phonics knowledge, The Canberra Times, 10 February 2024.
Media Mentions: 22 January 2024
Dr Jennifer Buckingham OAM is quoted in Education HQ’s article “Parents called to scrutinise schools’ reading instruction approach”, published on 22 January 2024.