Learning to read is one of the most studied areas of cognition, yet the translation of reading research into classroom practice is often inconsistent. Current studies to understand the reading research-practice gap have focused on teachers. However, broader studies into evidence-use in schools suggests that practice is influenced by multiple aspects beyond teachers. To gain further understandings of the reading research-practice gap, this project will apply a conceptual model from the field of evidence-use in schools to reading policy and decision making. Allowing exploration of the alignment between reading research and Queensland Education policy, as well as identifying influences on schools’ decision-making for reading instruction.
For more information, please contact the Graduate Research School.