Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children.
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 life...
| Published in: | Behavior & Social Issues Vol. 33; no. 1; pp. 504 - 532 |
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| Main Authors: | , , , |
| Format: | Article |
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Springer Nature
Aug2024
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=178678261&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178678261 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10649506 G26 jtl: Behavior & Social Issues issn: 10649506 maglogo: N pubinfo: dt: Aug2024 vid: 33 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 178678261 10.1007/s42822-023-00149-y ppf: 504 ppct: 28 formats: fmt: – @attributes: type: T – @attributes: type: P size: 767KB tig: atl: Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children. aug: au: Stocker, Karina L. Fox, Russell A. Swain, Nathaniel R. Leif, Erin S. affil: https://ror.org/02bfwt286 Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, 3800, Melbourne, VIC, Australia https://ror.org/01rxfrp27 Faculty of Education, La Trobe University, Melbourne, Australia su: Collective behavior Systems theory Well-being Behavioral assessment Australians sug: subj: Collective behavior Systems theory Well-being Behavioral assessment Australians keyword: Behavior science Evidence-based instructional practices Multi-tiered systems of support Science of reading Behavior science Evidence-based instructional practices Multi-tiered systems of support Science of reading ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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