Background
MultiLit is a research initiative of Macquarie University, Sydney
Since 1990, a research team led by Professor Kevin Wheldall AM from Macquarie University Special Education Centre (MUSEC) has been researching how best to teach children who struggle to learn to read and more effective ways of managing children’s behaviour in the classroom.
In 1995, Professor Wheldall launched the Making Up Lost Time In Literacy (or MultiLit) Initiative at MUSEC as a focus for a program of research and product development. The MultiLit Research Unit was established in 2006 within MultiLit as the focus for continuing research.
The early MultiLit research (1996 – 1998) is detailed in the report commissioned by the Commonwealth Department of Education, Training and Youth Affairs (DETYA, now DEEWR) entitled An Evaluation of MultiLit (Wheldall & Beaman, 2000).
An independent evaluation of MiniLit was undertaken the NSW Department of Education and Evidence for Learning, with the results published in 2019.
MultiLit has as its core belief the conviction that effective instruction is the key to growth in any area of the curriculum. Our aim is to bring about learning by whatever means scientific research has shown to be most effective. We subscribe to a continually evolving approach to literacy instruction, changing as more scientific evidence becomes available from either within the MultiLit research team or from the international scientific reading research community.
MultiLit Research Unit (MRU)
The MultiLit Research Unit (MRU) provides a focus for systematic scientific enquiry into how best to meet the instructional needs of students who have difficulty learning to read. It comprises eight experts with doctorates in the fields of reading and related skills. Read more about MRU members here.
Formally established in 2006 by Emeritus Professor Kevin Wheldall AM, and Dr Robyn Wheldall, the MRU provides a vital link between the development activities of MultiLit as a publisher of literacy programs and resources, and the ongoing body of scientific research.
One of the main aims of the MRU is to research the efficacy of MultiLit instructional programs. In 2021, program trials were conducted to examine the progress of students receiving instruction in MiniLit Sage (see summary here) and MultiLit’s new program, LanguageLift (see summary here). These programs are now undergoing more rigorous evaluation via research trials.
Members of the MRU contribute regularly to the publication Nomanis, and to the growing collection of Nomanis Notes, which are one-page summaries of evidence relating to instructional practices.
To get in touch with the MultiLit Research Unit regarding participating in a trial, requesting articles or references, publishing with MRU Press, or working with us, please contact the MRU here.
What’s New at MRU?
Recent news from MRU includes:
Two books edited or written by MRU members have been published in 2023. You can order these academic publications from MultiLit Bookshop.
– Effective Instruction in Reading and Spelling, edited by Kevin Wheldall, Robyn Wheldall and Jennifer Buckingham, provides an accessible, up-to-date guide to evidence-informed practices in teaching reading and spelling.
– Developing Spelling Skills Across the Age Range: An Introduction by Peter Westwood, steps through the skills required to be an accurate speller and how teachers can impart these skills to students of all ages.
Read the news about MRU’s new publication Effective Instruction in Reading and Spelling here.
Dr Jennifer Buckingham from the MRU has been quoted in recent articles in The Sydney Morning Herald, The Australian, The Daily Telegraph, and The West Australian.
In 2021, journal articles by MRU members were accepted for publication in the Australian Journal of Learning Difficulties and the Australian Journal of Education. See below for details.
Recent research publications
Journal articles
Kishida, Y., Main, S., Carter, M., Kemp, C., & Campbell, A. (2022). Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure. Learning and Motivation, 80, 101839. https://doi.org/10.1016/j.lmot.2022.101839
Korner, H., Carter, M., & Stephenson, J. (2023). Coaching parents of young children with complex communication needs to implement aided language stimulation using Pragmatic Organisation Dynamic Display communication books. International Journal of Disability, Development and Education, Advance online publication, 1-18. https://doi.org/10.1080/1034912x.2023.2166676
Loschiavo, K., Danchin, M., Murrihy, C., Williams, K., Ure, A., Carter, M., Carlon, S., Goin-Kochel, R. P., Bagot, K. L., & Kaufman, J. (2022). Exploring the routine vaccination experience of Australian autistic children and their families: A qualitative study. SSM – Qualitative Research in Health, 2, 100193. https://doi.org/10.1016/j.ssmqr.2022.100193
Stephenson, J., Carter, M., Webster, A., Waddy, N., & Morris, T. (2022). Supporting students with disability: Learning and support teachers and learning support teams in NSW schools. Australasian Journal of Special and Inclusive Education, Advance online publication, 1-13. https://doi.org/10.1017/jsi.2022.10
Sng, C. Y., Carter, M., Stephenson, J., & Sweller, N. (2022). Conversations with individuals with ASD: Effect of relationship, contact regularity, and age on partner perceptions. Focus on Autism and Other Developmental Disabilities, 69(2), 415-434. https://doi.org/10.1177/10883576211073689
Click to view accepted manuscript
Anderson, A. H., Stephenson, J., & Carter, M. (2022). A qualitative study of the transition to employment of former university students on the autism spectrum from Australia and New Zealand. International Journal of Developmental Disabilities. Advance online publication. https://doi.org/10.1080/20473869.2022.2091912
Click to view accepted manuscript
Haas, K., Carter, M., Stephenson, J., & Gibbs, V. (2022). Benefits and challenges of a hybrid distance education program for autistic school-age students: Parent, Student and teacher perspectives. Australasian Journal of Special and Inclusive Education, 46(1), 61-73. https://doi.org/10.1017/jsi.2022.2
Click to view accepted manuscript
Conference paper presentations
Buckingham, J. (2022, October 23). Effective, evidence-based reading instruction for every student, every day: How far have we come and what remains to be done? Learning Difficulties Australia Conference (Melbourne).
Notley, A. (2022, October 22). Preliminary demonstration of student progress using LanguageLift. ResearchEd 2022 (Sydney).
Buckingham, J. & Young, J. (2022, September 28). What does the MultiLit Closing the Gap initiative look like in your school? Anangu Lands Partnership conference (Adelaide).
Buckingham, J. (2022, September 22). The Right to Read Inquiry: Responding to Opposition (Reading Recovery). [Videoconference presentation]. The Right to Read Inquiry: Responding to Opposition (Ontario).
Buckingham, J. (2022, September 17). Efficient and accurate word reading: A close look at the scientific research evidence for systematic synthetic phonics instruction. Sharing Best Practice (Sydney).
- Academic journal articles
- Books, published reports and edited special issues of journals
- Chapters in edited books
- Conference papers
- Instructional materials
- Other public output
- Unpublished research reports
Nomanis
Nomanis is a magazine targeted towards educationalists interested in reading instruction and development. Nomanis is published twice yearly.
All issues can be found here.
Nomanis Notes
Nomanis Notes are written for use by parents, educators and other professionals who work with children. They contain concise descriptions of the evidence pertaining to specific educational practices, some of which may be regarded as controversial. Many of the articles consist of revised and updated versions of the MUSEC Briefings, previously published by Macquarie University Special Education Centre. All Nomanis Notes can be found here.
MultiLit Evaluation Report
The early research on MultiLit (1996 – 1998) is detailed in the published research report commissioned by the Commonwealth Department of Education, Training and Youth Affairs (DETYA, now DEEWR) entitled ‘An Evaluation of MultiLit’ (Wheldall & Beaman, 2000).
The Evaluation Report contains the theoretical background to the MultiLit Reading Tutor Program in addition to providing detailed outcome studies for a number of MultiLit efficacy studies carried out between the years 1996-1998.
Click here to download a PDF copy of the Executive Summary of the Report.
Limited copies of the complete report are available from MultiLit Pty Ltd. Please contact the MRU for a copy.
Wheldall, K., & Beaman, R. (2000). An evaluation of MultiLit: ‘Making Up Lost Time In Literacy’. Canberra: Department of Education, Training and Youth Affairs.
MiniLit Evaluation
MultiLit partnered with the NSW Department of Education and Evidence for Learning to undertake an independent evaluation of our literacy intervention program for struggling Year 1 readers, MiniLit, in 2017.
The evaluation was conducted by researchers from the Melbourne Graduate School of Education at the University of Melbourne, and the Murdoch Children’s Research Institute. The study found MiniLit had positive effects on foundational reading skills.
Read a summary of the research from the University of Melbourne and MCRI team: Click here
Read MultiLit’s two-page explainer, highlighting the key findings of the study: Click here
Read an extended analysis of the evaluation and its results from the MultiLit Research Unit: Click here
Watch a video on how MiniLit works and the research behind the program: Click here
In MultiLit Research
Theory and Research Into Practice
In my research career, spanning over 37 years now, I have had little time for so-called pure research. I have had my more esoteric moments (researching eye widening and eyebrow
Vital Signs in Reading
Contact Kevin Wheldall Kevin Wheldalls Blog Follow Kevin on Twitter Anyone who has spent time in hospital will be well aware of the importance doctors and nurses attach to the
Research briefing on MacqLit
MultiLit is committed to the promotion of scientific evidence-based best practice. The development of our programs is predicated on the best available scientific research evidence and we endeavour to provide
Instructional Materials
Return to Research Publications Instructional Materials: 2000-2018 MultiLit. (2019). InitiaLit Year 2: Whole class initial instruction in literacy. Sydney: MultiLit Pty Ltd.MultiLit. (2018). InitiaLit Year 1: Whole class initial instruction
Books, Published Reports and Edited Special Issues of Journals
Return to Research Publications Books, Published Reports and Edited Special Issues of Journals: 2000-2017 Wheldall, K., Wheldall, R., & Kohnen, S. (Eds.). (2015). Spelling [Special issue]. Australian Journal of Learning
Chapters in Edited Books
Return to Research Publications Chapters in Edited Books: 2000-2017 Wheldall, K., Wheldall, R., Madelaine, A., Reynolds, M., & Arakelian, S. ‘Just teach our kids to read’: Efficacy of intensive reading
Academic Journal Articles
Return to Research Publications Acquiring Knowledge in Speech, Language and Hearing Sharma, M., Purdy, S. C., Wheldall, K., Newall, P., & Beaman, R. (2007). An auditory basis for reading disability
Other Public Output
Return to Research Publications Other Public Ouput: 2000-2018 Wheldall, K., & Carter, M. (2018). Nomanis Notes: Is the concept of learning styles useful? Nomanis, 6, 31.Wheldall, K. (2018). Achieving whole-school
Unpublished Research Reports
Return to Research Publications Unpublished Research Reports: 2000-2017 MultiLit Research Unit. (2018). The Bill Crews Charitable Trust MultiLit Literacy Centres: Semester 2, 2017. Unpublished research report submitted to the Bill