Callula Killingly
@callula_k
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Postdoc @C4IE_QUT. Interested in learning, memory, language, music.
Australia
Joined December 2020
Curious about why songs get stuck in your head? So were we... check out what we found in the link below! (Cannot guarantee you won't end up with an earworm... 🎵) https://t.co/vqSBiV8gq6
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New study: evidence of a bidirectional relationship between word recognition and vocabulary, measured as both receptive (words you understand) and expressive (words you can use), in early years (Grades 1-5); consistent with Lexical Quality Hypothesis.
link.springer.com
Reading and Writing - Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school...
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Reciprocal relationships among reading and vocabulary over time: a longitudinal study from grade 1 to 5, in Reading & Writing. New paper from @drlindagraham, @callula_k, @HaleyTanc and me. #OpenAccess.
link.springer.com
Reading and Writing - Reading comprehension is contingent on both oral language comprehension and word-level reading ability, skills that are thought to be intrinsically related in the early school...
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🌟New publication🌟 I'm investigating the impact of Accessible Pedagogies on students with language &/or attentional difficulties. This paper unpacks students' profiles & what students wish their teachers knew about them & how they learn. #OpenAccess
https://t.co/nU4XVyLFD0
tandfonline.com
Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requi...
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#QUT researchers investigate closing special schools and Canadian experience https://t.co/RMXq58cAfc
#QUTReearch #DisabilityRC #SpecialSchools #InclusiveEducation
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📢Registrations open :) ping @MScharnke @laramp @callula_k @CarringtonSx @Mavropoulou_S @jkgillettswan @drlindagraham
Registrations are now open for our upcoming Accessible Assessment Forum: Phase 2 Results on 06 October. Register to attend in-person or online at:
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Registrations are now open for our upcoming Accessible Assessment Forum: Phase 2 Results on 06 October. Register to attend in-person or online at:
research.qut.edu.au
Supporting all learners requires classroom instruction that minimises cognitive load while fostering students’ understanding of what they need to do to...
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And the winner is... the Accessible Assessment Project!! 🏆 @BenowaSHS & @C4IE_QUT @QUT won the 2023 Southern Cross University Excellence in Innovation Award. We celebrated in style last night at the Gold Coast Secondary Principals Alliance Education Ball 🥳
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EXPRESS: The Song that Never Ends: The Effect of Repeated Exposure on the Development of an Earworm Callula Killingly and Philippe Lacherez https://t.co/1T6mEbVqgF
@callulak
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Next time you are lying awake unable to get “Hey Geronimo!” out of your head remember @callula_k — she’s on the case!!
New paper about repeated exposure to novel songs and the development of earworms...👂🪱🎶 https://t.co/AzkmE92L74
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New paper about repeated exposure to novel songs and the development of earworms...👂🪱🎶 https://t.co/AzkmE92L74
journals.sagepub.com
An “earworm”—the experience of a catchy melody that repeats persistently in the mind—is a ubiquitous yet mysterious cognitive phenomenon. Previous research demo...
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Fantastic week in Adelaide at the AARE conference! Privileged to work with such wonderful people 🤩
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Students in C4IE’s HDR Support Network detailing their research & how they survived the pandemic by drawing on the support network in an HDR-driven symposium at #AARE2022 annual conference 👏 @AARE_IncED @110cks @sandygatt @ProfBlackler @QUT
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Smiles all around after an amazing symposium at #AARE2022 by researchers from the @AAProject_QUT! Such an important work! @drlindagraham @HaleyTanc @MrsArnoldLive @DrJillWillis
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I have been bingeing this excellent podcast this weekend - a riveting account of what went wrong in teaching kids to read. Highly recommend 💯
You can listen to Episode 4 tomorrow. "It was – here’s a person who knows how children learn to read and write. And I want to be able to teach children to read and write." https://t.co/F6Nd8mkeGV
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@drlindagraham presents Identifying and removing barriers to optimise students’ comprehension of assessment tasks. Other important contributors to this presentation are @callula_k @DrJillWillis Anne Camiller, Kathryn McKenna & Matt Pickersgill #AccessibleAssessment #IEForum2022
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@DrJillWillis & @MrsArnoldLive: Quality really shouldn’t be a secret. Students should know what they are learning, why they are learning it, how well they are going in learning it (assessment), so they know what to learn next. #AccessibleAssessment #IEForum2022
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@HaleyTanc: Students with language and/or attentional difficulties are #HidingInPlainSight in Australian classrooms. These students experience a constellation of learning impacts. #AccessibleAssessment can support these learners and others too. #IEForum2022
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@drlindagraham: What does all this mean for the design of assessment task sheets? - Anticipate & eliminate common barriers - Avoid creating conditions that demand criteria of access unnecessary to the task - Eliminate extraneous cognitive load #AccessibleAssessment #IEForum2022
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@drlindagraham: The social model of disability and barriers are important foundational concepts. ‘Accessibility’ is the result of anticipating and designing out barriers to include as many users as possible. https://t.co/v9oakkDe8M
#AccessibleAssessment #IEForum2022
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