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Tanya Serry on Muck Rack

Tanya Serry

Australia
As seen in: Color Research & Application, Wiley Online Library, Memory Studies, MDPI, SAGE Publishing, Taylor & Francis Online, The Conversation, Pursuit
Professor (Literacy) School of Education, La Trobe Uni, Co-director SOLAR Lab, Speech Path, Linguistics, Keen reader, runner, cook, crotcheter, dog lover.
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Articles

Early outcomes of a structured literacy implementation across a school system: the Archdiocese of Canberra and Goulburn Catalyst program

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By Tanya Serry, Jennifer Buckingham, Pamela Snow, Lorraine Hammond
| Taylor & Francis Online
ABSTRACT Although professional learning is the main approach for improving teacher knowledge, little evidence exists for its effectiveness in changing practice and improving student outcomes. One possible explanation is poor alignment between professional learning and classroom practice. In this paper, we describe a system-wide approach to changing teacher knowledge and reading pedagogy.
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The Road to Running Records: A Narrative Review of Their History and a Systematic Narrative Review of the Evidence for Their Use

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By Tanya Serry, Pamela Snow, Tessa Weadman, Annie Unger
| SAGE Publishing
In the late 1960s, New Zealand educator and psychologist Marie Clay (b. 1926–d. 2007) observed 100 children as they started to learn to read in their first year of school (Clay, 1966). Clay’s analytic method was limited to studying cognitive processes through observable behavior, which resulted in the development of an “error analysis” approach when assessing students’ reading. Clay recorded and analyzed observations of children’s reading errors and instances of error self-correction (Clay, 1969).
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National and International Monitoring of Student Literacy and Numeracy Attainment: The Case for Rigorous Macro and Micro Analysis

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By Pamela Snow, Tanya Serry, Jennifer Buckingham, Lorraine Hammond
| Wiley Online Library Verified
As a team of reading researchers, we were pleased to see the publication of the above-referenced article, notably in a journal that does not specifically focus on reading and related educational topics, but deals with social issues, which we think is an appropriate context for considering students' academic achievement.
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