Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A…

This article presents research focused on establishing ways that dialogic talk between teachers and students promotes mathematical reasoning in early years classrooms. Data are drawn from recorded and transcribed Year 1 mathematics lessons. Conversation analysis provides close examination of the talk-in-interaction practices of teachers and…

Getting it Right from the Start (GIRFTS) is a research study that aims to implement a response to intervention (RTI) framework in early primary school (Foundation and Grade 1) to improve oral language and reading. RTI is a multi-tiered conceptual framework that supports student learning through delivery of high-quality classroom instruction, early…

Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between-child differences. A within-child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48%…

This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2 years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a…

Drawing from principles of ethical research derived from our review of national and international policy documents, in this paper we reflect on our research experiences working in partnership with Indigenous educators in a project to support young Indigenous children's oral and written language development through collaborative action research.…

Purpose: The purpose of this article is to contribute to the research methodology literature that arose out of the (new) sociology of childhood and the UN Convention of the Rights of the Child (1989) with regard to conducting ethical research with children rather than on children. In particular, this article reflects on the development of a method…

Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling…

Students living in disadvantaged contexts and whose second language is English (ESL) are at risk of not succeeding in school mathematics. It has been internationally recognised that students' socioeconomic background and their achievements in mathematics is more pronounced for Australian students (Thomson et al. 2011). This gap is even more…

There is increasing acknowledgement of the importance of the early years of school in laying the foundations for children's learning pathways, and interest in the role of mental health in promoting positive early learning experiences. Understanding child mental health requires consideration of both mental health competence and mental health…

In classrooms tests, students are regularly required to demonstrate their understanding of mathematical concepts. When children encounter problems in demonstrating such understanding, it is often not clear whether this is because of the language of the teachers' questions and instructions or a genuine non-understanding of the concept itself. This…

Capitalising on areas in which teachers feel most comfortable, the teaching of Biology, environmental education or nature to young children can be an alternative way of introducing and understanding Science. A "Citizen Science" program currently being run by the University of South Australia (UniSA) may be an appropriate starting point.…

Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and…

The genetic factor structure of a range of learning measures was explored in twin children, recruited in preschool and followed to Grade 2 ("N"?=?2,084). Measures of orthographic learning and word reading were included in the analyses to determine how these patterned with the learning processes. An exploratory factor analysis of the…

In this study, predictors of reading and spelling difficulties among children learning more transparent (Norwegian/Swedish) and less transparent (English) orthographies were examined longitudinally from preschool through Grade 2 using parallel versions of tests. A series of logistic regression analysis indicated three main findings. First,…