Brian Byrne
Biographic Data
| ID | 3640898 |
|---|---|
| NAME | Brian Byrne |
| GIVEN NAMES | Brian |
| FAMILY NAME | Byrne |
| SIGNATURE | BYRNE B |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0002-5532-9407 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
The Science of Reading
Science of Reading
Estimating classroom-level influences on literacy and numeracy
Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin …
Cross-Country Differences in Parental Reporting of Symptoms of ADHD
Previous studies within the United States suggest there are cultural and contextual influences on how attention-deficit/hyperactivity disorder (ADHD) symptoms are perceived. If such influences operate within a single country, they are likely to also occur between countries. In the current study, we tested whether country differences in mean ADHD scores also reflect cultural and contextual differences, as opposed to actual etiological differences.…
Twin classroom dilemma
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effec…
Associations between selected dietary behaviours and academic achievement
The Etiology of Individual Differences in Second Language Acquisition in Australian School Students
We present one of the first behavior-genetic studies of individual differences in school students' levels of achievement in instructed second language acquisition (ISLA). We assessed these language abilities in Australian twin pairs (maximumNpairs = 251) by means of teacher ratings, class rankings, and self-ratings of proficiency, and used the classic twin design to estimate the relative influences of genes, shared (family/school) environment, an…
Science of Reading
Longitudinal twin study of early reading development in three countries
Teaching children to recognise rhyme does not directly promote phonemic awareness
Background: Rhyming ability and phoneme awareness both predict aspects of reading development, with rhyming emerging earlier than phoneme awareness in most children. This study employed an experimental technique to elucidate the causal connections between these two aspects of phonological sensitivity.Aims: The purpose of this study was to examine whether teaching preschool children to detect rhyme promotes their ability to detect phoneme relation…
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Brian Byrne, Peter Freebody, Anne Gates, Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 27, No. 2 (Spring, 1992), pp. 140-151
Word-Reading Strategies in Elementary School Children
Peter Freebody, Brian Byrne, Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 23, No. 4 (Autumn, 1988), pp. 441-453
Forgetting of word associates as a function of recall interval
A series of experiments is reported which sought to replicate the observations of Parkin et al. (1982) that recall of self‐generated associates of emotional words is poorer than recall of associates of neutral words on immediate testing, but that the reverse is true when testing is delayed. In the first experiment independent groups of subjects were tested for recall immediately after administration of the word association test used by Parkin et …
Dissociation of the recency effect and immediate memory span
A group ( n = 12) of poor beginning readers was tested on free recall of 10‐word lists. They demonstrated as strong a recency effect as an IQ‐matched group of good readers. The poor readers showed the inferiority in immediate memory span (Digit Span test of the WISC) typical of that population. The results demonstrate a degree of dissociation between the recency effect and memory span, supporting arguments that the two aspects of performance are …
Cognitive style and lateral eye movements
The lateral eye movement paradigm was employed to test the hypothesis that narrow categorizers, who are believed to be more analytic in information processing, make characteristic use of the left hemisphere, while broad categorizers, being more holistic, depend more on the right hemisphere. Data for narrow categorizers confirmed the hypothesis in that they tended to produce a majority of right shifts. Results from broad categorizers turned out to…
Handedness and Musical Ability
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Brian Byrne, Peter Freebody, Anne Gates, Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 27, No. 2 (Spring, 1992), pp. 140-151
Word-Reading Strategies in Elementary School Children
Peter Freebody, Brian Byrne, Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 23, No. 4 (Autumn, 1988), pp. 441-453
Handedness and Musical Ability
Cross-Country Differences in Parental Reporting of Symptoms of ADHD
Previous studies within the United States suggest there are cultural and contextual influences on how attention-deficit/hyperactivity disorder (ADHD) symptoms are perceived. If such influences operate within a single country, they are likely to also occur between countries. In the current study, we tested whether country differences in mean ADHD scores also reflect cultural and contextual differences, as opposed to actual etiological differences.…
Teaching children to recognise rhyme does not directly promote phonemic awareness
Background: Rhyming ability and phoneme awareness both predict aspects of reading development, with rhyming emerging earlier than phoneme awareness in most children. This study employed an experimental technique to elucidate the causal connections between these two aspects of phonological sensitivity.Aims: The purpose of this study was to examine whether teaching preschool children to detect rhyme promotes their ability to detect phoneme relation…
Handedness and Musical Ability
Cognitive style and lateral eye movements
The lateral eye movement paradigm was employed to test the hypothesis that narrow categorizers, who are believed to be more analytic in information processing, make characteristic use of the left hemisphere, while broad categorizers, being more holistic, depend more on the right hemisphere. Data for narrow categorizers confirmed the hypothesis in that they tended to produce a majority of right shifts. Results from broad categorizers turned out to…
Dissociation of the recency effect and immediate memory span
A group ( n = 12) of poor beginning readers was tested on free recall of 10‐word lists. They demonstrated as strong a recency effect as an IQ‐matched group of good readers. The poor readers showed the inferiority in immediate memory span (Digit Span test of the WISC) typical of that population. The results demonstrate a degree of dissociation between the recency effect and memory span, supporting arguments that the two aspects of performance are …
Forgetting of word associates as a function of recall interval
A series of experiments is reported which sought to replicate the observations of Parkin et al. (1982) that recall of self‐generated associates of emotional words is poorer than recall of associates of neutral words on immediate testing, but that the reverse is true when testing is delayed. In the first experiment independent groups of subjects were tested for recall immediately after administration of the word association test used by Parkin et …
Word-Reading Strategies in Elementary School Children
Peter Freebody, Brian Byrne, Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 23, No. 4 (Autumn, 1988), pp. 441-453
Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness
Brian Byrne, Peter Freebody, Anne Gates, Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness, Reading Research Quarterly, Vol. 27, No. 2 (Spring, 1992), pp. 140-151
Longitudinal twin study of early reading development in three countries
Teaching children to recognise rhyme does not directly promote phonemic awareness
Background: Rhyming ability and phoneme awareness both predict aspects of reading development, with rhyming emerging earlier than phoneme awareness in most children. This study employed an experimental technique to elucidate the causal connections between these two aspects of phonological sensitivity.Aims: The purpose of this study was to examine whether teaching preschool children to detect rhyme promotes their ability to detect phoneme relation…
Science of Reading
The Etiology of Individual Differences in Second Language Acquisition in Australian School Students
We present one of the first behavior-genetic studies of individual differences in school students' levels of achievement in instructed second language acquisition (ISLA). We assessed these language abilities in Australian twin pairs (maximumNpairs = 251) by means of teacher ratings, class rankings, and self-ratings of proficiency, and used the classic twin design to estimate the relative influences of genes, shared (family/school) environment, an…
Associations between selected dietary behaviours and academic achievement
Twin classroom dilemma
There is little research to date on the academic implications of teaching twins in the same or different classroom. Consequently, it is not clear whether twin classroom separation is associated with positive or negative educational outcomes. As a result, parents and teachers have insufficient evidence to make a well-informed decision when twins start school. This study addresses two research questions: Are there average positive or negative effec…
Cross-Country Differences in Parental Reporting of Symptoms of ADHD
Previous studies within the United States suggest there are cultural and contextual influences on how attention-deficit/hyperactivity disorder (ADHD) symptoms are perceived. If such influences operate within a single country, they are likely to also occur between countries. In the current study, we tested whether country differences in mean ADHD scores also reflect cultural and contextual differences, as opposed to actual etiological differences.…
Estimating classroom-level influences on literacy and numeracy
Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin …
The Science of Reading
Science of Reading
Psychology (14 works) · Developmental psychology (9 works) · Reading and Literacy Development (8 works) · Linguistics (7 works) · Cognitive psychology (5 works) · Reading (process) (5 works) · Cognition (4 works) · Literacy (4 works) · Mathematics education (4 works) · Pedagogy (4 works)