Jennifer Buckingham
@buckingham_j
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Executive Director, Policy and Evidence, Centre for Education Statistics and Evaluation, NSW Department of Education. Tweets are mine.
Sydney
Joined February 2012
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Last Seen Profiles
Sincerely grateful for the OAM nomination in today's King's Birthday Honours and the opportunity to draw attention to the importance of reading. Thanks to the people whose footsteps I follow, those who work alongside me, and the teachers who give children the gift of literacy.
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Reading ability predicts reading volume. Implication: Reading for enjoyment follows from being able to read (which then becomes reciprocal). An utterly rational finding that counters the widespread myth that causality goes the other way. Open access paper!
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You might be sick of the phonics debate, Maralyn, and you are free to switch off, but those of us who are sick of seeing thousands of children needlessly struggle with reading will not be powering down until evidence-based reading instruction is in every classroom.
@FIVEfromFIVE
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Don’t be fooled by reassurances that students are learning “phonics in context” or as a “balanced literacy” diet. Both are euphemisms for a non-systematic, non-evidence-based approach. My article in the Weekend Australian today:
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Ireland has been among the highest performing English-speaking countries in PIRLS and PISA for almost two decades. In a report I wrote after visiting Ireland last year, I concluded that these high levels of literacy have a number of mutually reinforcing contributing factors.
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To the people who think that a phonics check should only be given to ‘the kids who need it’: How do you know which kids need it? The whole point of the phonics check is to identify the kids who need it (and by virtue of that the ones who need more/better phonics instruction).
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Saying ‘my child learned to read without systematic phonics instruction, therefore phonics isn’t effective’ is the equivalent of saying ‘my grandad smoked for 50 years and didn’t get lung cancer so that whole smoking-cancer relationship thing is bogus’.
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Hattie on mindsets: No such thing as generalised state called 'growth mindset' and Carol Dweck never said there was.
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News doesn't come much bigger than this in the reading world.
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After 20 years at the world's best think tank, The Centre for Independent Studies
@CISOZ
, I am beginning a new adventure. As of tomorrow, I will be Director of Strategy & Senior Research Fellow at another fantastic, ground-breaking organisation - MultiLit
@MULTILITmedia
.
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Reading Recovery has been researched with 100s of thousands of students in multiple countries over 30+ years. Two large studies in the last decade find sig *negative* effects. How much more research is needed to finally admit that it's at best weak and at worst harmful?
@buckingham_j
The implications are not to cancel RR once&4all
The authors provide two hypotheses:
Either RR effects fade, or what was built in 1st grade is different enough from what is demanded in 3rd/4th.
What is "certain" is that more research is needed.
Don't hate, investigate.
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"Results suggest that the long-term impact of Reading Recovery on students’ reading/ELA test scores in 3rd and 4th grades is statistically significant and substantially negative."
It's past time for RR apologists to take the evidence medicine & move on.
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I think if it were up to me, I would have a staged return to school, monitoring infection rates carefully. Yr 12 returns first, with strong distancing & hygiene practices. After 4 wks, if school & community infection rates are stable, gradually bring other years back. Thoughts?
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I would say that I am well aware of the research on Reading Recovery.
@buckingham_j
It’s a shame when you feel the need to knock a success when it doesn’t fit with your theory. I’m surprised that you are unaware of the research based evidence of the effectiveness of Reading Recovery. Join us to celebrate
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How anyone can watch the kids at The Pavilion School learning to decode and spell and not be moved to do something about improving early reading instruction is beyond me.
#4corners
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Good news! In
@australian
today
@RurbsOz
reports that that there will be new requirements to include evidence-based reading instruction, including phonics, in teaching degrees. Good to see positive comments from the ACDE.
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More strong support for the Simple View of Reading. "Strikingly, language comprehension and decoding, together with their interaction and curvilinear effects, explain almost all (99.7%) of the variance in reading comprehension skills at 7 years of age."
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Look what happens when you combine explicit instruction, knowledge-rich curriculum, character development, and commitment to giving and getting the best for all children. Congrats
@Miss_Snuffy
and all at Michaela FS, especially the fabulous pupils.
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"Having high expectations of new teachers without giving them high-quality training is unfair to them, unfair to the schools they work at, and especially unfair to their students."
@BlaiseJosephCIS
in
@FinancialReview
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That time when Michaela Community School educated the head of the OECD education directorate about explicit instruction, and he finally acknowledged the PISA results showing that it leads to better student outcomes.
@miss_snuffy
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Dear NSW teachers, You are on the right track. Keep moving toward systematic, structured reading instruction, including synthetic phonics. The results will come.
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I am consistently surprised and disappointed with the number of people who jump to judgement about phonics instruction by picking the ‘side’ they identify with rather than reading the research or asking intelligent questions.
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Big thanks to all the people who got involved in the
#phonicsdebate
in the audience and on twitter. For more info on SSP see this new research brief from
@FIVEfromFIVE
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Do ‘brain breaks’ help students learn?
Find out what the evidence says in a new Nomanis Note by
@maddy_goto
and me.
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Sincere thanks to
@Birmo
and his schools advisors for their hard work, strong principles, and service to education. Especially grateful for his unwavering support for evidence-based approaches to improving literacy.
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The best evidence we have is that children do better with systematic phonics instruction than without it.
A recent journal article claims there is no evidence for using systematic phonics. Here I explain why
@jeffrey_bowers
is wrong.
(Long read)
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A child can’t read for meaning if they can’t work out what the words are. It’s the finding of scientific research and it’s common sense. Great work Mark Hansen and
@JohnGardnerMP
. Time to back the evidence so all children can read, teachers unions.
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"I no longer wasted countless hours planning. My teaching became more targeted. I was able to pay closer attention to my students."
@jdtdobson
explains how using a published program helped to develop his expertise as a teacher.
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Singapore is high performing in all domains of PISA including the new problem-solving assessment. It got there by following the evidence of what is effective in teaching and learning. Yet Australia is trying to emulate Finland, whose results are sliding.
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An open letter signed by 45 literacy academics and experts has been published today. It asks all education ministers in Australia to commit in a new
#NSRA
to provide instruction, assessment and intervention to ensure students learn to read proficiently.
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Apparently I block people who disagree with me. That means only four people on Twitter disagree with me. Winning!
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It’s hard to understand why some people find this hard to understand: Decoding is
#1
strategy for word identification. Context + syntax are used for comprehension (I would have mentioned set for variability to really bring it home). Forcefully explained by
@ReadingShanahan
.
Shanahan that hypocrite: Should we be reading words with or without context?
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If you accept the phonics-denialism argument in this article (and the book it is promoting), you are also signing up to the claim that scientific research methods have no legitimacy in education. Enjoy your trip back to the pre-Enlightenment era, people!
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The two factors of the Simple View of Reading together repeatedly predict >90% of reading comp. That's HUGE in ed research terms. For a discussion of why it's not 100%, see this open access article by an eminent researcher in the field
@ReadOxford
#SVR
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Great news.
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Reading Recovery: Evidence from studies involving thousands of children shows a short term positive effect but no medium/long term benefit.
@FIVEfromFIVE
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NEW RESEARCH: Non-words are a valid form of assessment of phonics knowledge. Disputes the claim 'good readers' are disadvantaged by non-word assessment because they attempt to read them as real words.
@annecastles
@CCD_Outreach
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Would anyone ever say that the simplest way to teach children to swim is to show them that swimming is a pleasurable activity, throw them in a pool, and then ask if they are having fun yet?
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My latest offering: What you really need to know about scientific reading research to provide effective instruction.
Interpreting research and translating it into classroom practice requires specialised knowledge and a lot of time, and the prospect can be daunting and demotivating for busy teachers who are newly aware of the Science of Reading.
View the report at
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It was extra sweet to receive a Churchill Medallion with my lovely friend and educator extraordinaire
@JessicaColleu
this evening. If you are considering applying for a
@ChurchillTrust
Fellowship, you should.
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There is hope yet. Fantastic speech by Chief Scientist Alan Finkel at the
@CONASTA
conference. ICYMI
@mscott
@deCarvalhoDJ
@GMastersACER
Hard to pick a favourite quote but here's a taste:
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Some good news! More than 250 schools have expressed interest in joining the NSW trial of the Year 1 phonics check.
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If you read one thing about dyslexia this week, read this open access evidence summary by
@DrNathanClemens
and Sharon Vaughn in RRQ (and share it widely).
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Year 1 phonics check trial in NSW in 2020 announced by
@Dom_Perrottet
and
@smitchellmlc
today. Great news!
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New open access study on the relationship betw reading skill and print exposure from age 5 to 15 yrs. Reading skill predicted reading volume for young readers; then became a reciprocal relationship for older readers.
That is, teach them and they will read.
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This is a fantastic opportunity to ensure new teachers have the essential knowledge they need to be effective teachers of reading for all children. Thank you for listening and acting
@DanTehanWannon
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Apparently, schools can't do much to improve education until we fix poverty and improve health. And we don't know what schools should do in the meantime but they definitely should not do a 5 min phonics check to make sure children are learning to read.
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Chief Scientist Alan Finkel's excellent advice to high school students. If education ministers and honchos just paid attention to Dr Finkel, I could stop nagging them everyone would be happier.
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Year 1 Phonics Check in SA showed that a lot of children struggle with simple word decoding. The good news is that
@JohnGardnerMP
and the SA government have acknowledged this problem and are doing something about it.
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"Few teachers (8.3%) who had been teaching for fewer than 5 years nominated preservice education as a major source of knowledge about reading."
Not surprised at this finding but I still find it shocking.
@Smithre5
@PamelaSnow2
@tserry2504
@DrLSHammond
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New on
@FIVEfromFIVE
website: Brand new content designed to help teachers who want to know the how and why of teaching phonics. Big appreciation to my fantastic colleague Julie Mavlian who worked long and hard putting it together.
@DyslexiaMSL
🙌🙌🙌
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Fascinating study on the development of reading automaticity/fluency in the latest issue of the Journal of Experimental Child Psychology .
Take home: efficient decoding is the precursor.
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Thank you
@QandA
for inviting me to sit on the panel with such an interesting bunch of people, and much respect to
@misterwootube
@GJ_Stroud
@pasi_sahlberg
and Cindy Berwick for a thoughtful and informed discussion.
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It will be good to see data on this. (I hope there is a control group). It is generally assumed that independent reading during school time is beneficial but research says it depends on the student's starting literacy level and the outcome measured.
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Excited and proud to be officially launching this book tonight with some of my fellow authors, colleagues, friends and family.
@KevinWheldall
@RWheldall
“Lecturers and course coordinators can use this book as an invaluable text for providing pre-service teachers with knowledge of evidence-based, explicit and systematic instruction in reading and spelling," says editor Dr Jennifer Buckingham. Purchase now:
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How to teach at Michaela: knowledge, mastery, motivation
@Miss_Snuffy
shares the Michaela method
#rEDAuck
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Making sure children can decode words using phonics is a critical factor in ensuring all students learn to read. The Year 1 Phonics Check is used in SA, NSW & TAS for this purpose but it should be a national assessment.
#NSRA
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Well done
@DyslexiaMSL
and
@annecastles
who were on TV this morning talking about how children learn to read and dispelling the pernicious 'three books a day' myth. And well done to
@TheTodayShow
for following up on this important issue.
@CCD_Outreach
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