• Source: Scopus
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1992 …2022

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Personal profile

Biography

I am a Professor at the School of Education at Macquarie University. I received a Ph.D. in 1996 from University of Alberta, Canada. Since then, I have worked as a Postdoctoral Research Fellow at Queen’s University, Canada, as an Associate Professor of Educational and Cognitive Psychology at the University of Tromsø, Norway, and as a Professor of Special Education at University of Alberta, Canada. I am a docent in Applied Cognitive Psychology in Department of Psychology at the University of Jyväskylä, Finland, and former the Editor-in-Chief of Scientific Studies of Reading journal, and current Associate Editor of Reading & Writing journal.

Research interests

My research focuses on psychological, linguistic, and social correlates of both typical and atypical development of reading skills in diferent orthographies. I also have a keen interest in reading instruction and interventions, reading development and difficulties in different orthographies, and compensation of learning difficulties in both children and adults.

Community engagement

Over the past 20 years, I have been involved in different professional development projects with schools, government agencies, and NGOs in Canada. Before moving to Australia, I spent an average two days a month in giving workshops to teachers and principals and a day a month working with mentoring organizations, such as Big Brothers Big Sisters. Over the past 20 years, I have also provided professional development for hundreds of K-9 teachers in Alberta, Canada, on how to provide evidence-based literacy instruction to struggling readers. Some of the schools I and my colleagues worked with served indigenous students and some were typical suburban schools. In Canada, this collaboration led to significant improvement in the schools’ literacy outcomes, and the professional development we offered replaced the school district’s own professional development in the 15 schools we worked with.

I am a Deputy Director of Macquarie Centre for Reading (MQCR), the second largest collection of reading researchers under one organisation in the world (second only to Florida Centre for Reading Research with who we are affiliated). In this role, I am involved in projects aimed at developing school-based intervention program for children with reading problems, developing teacher-friendly yet valid and reliable assessment materials to establish the effect of and recovery from COVID-19 school closures, and in developing professional learning programs to deepen teachers understanding of and capacity to respond to reading difficulties experienced by their students. MQCR’s vision is to make Australia the most literate English-speaking country in the world.

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