Between the Lines
Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children
Bibliographic Data
| ID | 2074043 |
|---|---|
| Authors | Karina L Stocker (0000-0003-4057-8125, Monash University, corresponding author), Russell A Fox (0000-0002-3061-3495, Monash University), Nathaniel R Swain (0000-0002-4608-2246, La Trobe University), Erin S Leif (0000-0003-2219-2405, Monash University) |
| Year | 2024 |
| Volume | 33 |
| Issue | 1 |
| Pages | 504-531 |
| Publication date | 2024-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Behavior and Social Issues (JOURNAL) |
| Journal identifiers | ISSN: 1064-9506 • E-ISSN: 2376-6786 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s42822-023-00149-y |
| OpenAlex | W4388850909 |
| Language | EN |
| Citations received | 1 |
| References cited | 77 |
Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed
Mathematics education · Pedagogy · Political science · Cognitive and developmental aspects of mathematical skills · Parental Involvement in Education · Psychology · Reading and Literacy Development
Single Case Research Methodology
The simple view of reading
How Psychological Science Informs the Teaching of Reading
The association between poor reading and internalising problems
Developments in Curriculum-Based Measurement
The Effectiveness of Direct Instruction Curricula
Ending the Reading Wars
Decoding, Reading, and Reading Disability
Data Mountain
A case of being the same? Australia and New Zealand’s reading in focus
How children learn to read and why they fail
Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills
The effects of theoretically different instruction and student characteristics on the skills of struggling readers
How the Science of Reading Informs 21st‐Century Education
Response to Intervention
Humble Behaviorism Redux
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |