Recent news from MRU includes:
- Dr Meree Reynolds and Dr Jennifer Buckingham recently participated in a forum held by the Australian Curriculum Assessment and Reporting Authority (ACARA) for phonics experts to consult on ways to strengthen phonics and phonemic awareness in the Australian Curriculum: English.
- The Director of the MultiLit Research Unit Emeritus Professor Kevin Wheldall was recently presented with the Fiftieth Anniversary Special Award by Learning Difficulties Australia for his services to the association (especially its publications) and to the field of learning difficulties generally (March 2015).
- Emeritus Professor Wheldall was presented with the inaugural Australian Association of Special Education (AASE) NSW Award for Outstanding Contribution to Special Education at the recent AASE National Conference (September 2014).
- Emeritus Professor Wheldall was invited to join the inaugural Editorial Board of a new Taylor and Francis ‘open access’ journal ‘Cogent Education’.
- Jennifer Buckingham, recently graduated as Doctor of Philosophy under the supervision of Emeritus Professor Kevin Wheldall and Dr Robyn Wheldall (May 2014).
- A new report summarises the excellent results of students attending for MultiLit programs at the Exodus Literacy Centres over the years 2010 to 2013.
- To keep up with Professor Kevin Wheldall, see his blog, ‘Notes from Harefield: Reflections by Kevin Wheldall on reading, books, education, family, and life in general’ (www.kevinwheldall.com). You can also follow him on Twitter: @KevinWheldall.
- Recent conference paper presentations:
Wheldall, K., & Wheldall, R. (2015). The story of MultiLit: Effective instruction for low-progress readers. Paper presented to ARD Centre for Cognition and its Disorders conference on ‘Reading and Spelling: Development, disorders and remediation’, April 13, 2015.
Marinus, E., Mostard, M., Segers, E., Madelaine, A., & Wheldall, K. (2015). A special font for children with dyslexia: Does it work and if so how? Paper presented to the Australasian Experimental Psychology Conference, University of Sydney, April 8-11, 2015.
Wheldall, K., & Wheldall, R. (2015). What teachers say and what they do: using research evidence to inform classroom behavior management via Positive Teaching. Paper presented to ResearchED Conference, Sydney, February 21, 2015.
Reynolds, M. Wheldall, K. Madelaine, A. & McMurtry, S. (2014). What we have learned: Implementing MiniLit as an intervention with young struggling readers. Paper presented to the 2014 Australian Association of Special Education National Conference held at the Novotel Sydney Manly Pacific, Manly, NSW, 17th -19th September 2014.
- Recent journal articles published or in press:
Reynolds, M., Madelaine, A., McMurtry, S., Beaman-Wheldall, R., & Wheldall, K. (2014). What we have learned: Implementing MiniLit as an intervention with young struggling readers. Special Education Perspectives, (in press).
Wheldall, K., & Wheldall, R. (2014). The Multilit story: Effective instruction for low-progress readers. Perspectives on Language and Literacy, 40 (3), 32-39.
Buckingham, J., Beaman, R., & Wheldall, K. (2014). Why poor children are more likely to become poor readers: The early years. Educational Review, 66, 428-446. doi: 10.1080/00131911.2013.795129
Buckingham, J., Beaman-Wheldall, R., & Wheldall, K. (2014). Evaluation of a two-phase experimental study of a small group (‘MultiLit’) reading intervention for older low-progress readers. Cogent Education, 1: 962786. doi: 10.1080/2331186X.2014.962786
McMullen, F, & Madeleine, A. (2014). Why is there so much resistance to Direct Instruction? Australian Journal of Learning Difficulties, 19, 137-152. doi: 10.1080/19404158.2014.962065
Wheldall, K., & McMurtry, S. (2014). Research note: Preliminary evidence for the validity of the new Test of Everyday Reading Comprehension (TERC). Australian Journal of Learning Difficulties, 19, 173-178. doi: 10.1080/19404158.2014.979525
Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2014). Evaluation of a two-phase implementation of a tier 2 (small group) reading intervention for young low-progress readers. Australian Journal of Special Education, 38, 169-185. doi: 10.1017/jse.2014.13
For a list of publications by members of the MRU from 2010 to present, click here.