LSIA International Symposium on Reading and Reading Engagement
Published: Wednesday 3rd June 2015
Learning Sciences Institute Australia
is pleased to invite you to our
LSIA International Symposium on Reading and Reading Engagement 10th and 11th July 2015 ACU Leadership Centre, Brisbane
Several significant challenges in advancing Australian education need urgent attention. One is the persistent reading achievement gap evident in a range of test data. Despite past efforts to address this, the reading gap persists. In Australia and other parts of the world, promoting and improving reading education has been a top priority area of reform in the agenda for educational improvement.
The LSIA International Reading Symposium is a timely international event taking a sharp focus on the teaching and learning of reading, and reader engagement. The symposium will be of high interest for educational researchers, school leaders, teachers and policy makers to rethink practices and policies for promoting reading achievement and engagement, especially for disadvantaged students.
The world’s leading literacy researchers are coming, so join us to hear and meet:
Keynote presenter—Professor Barry McGaw, the former OECD Director responsible for implementing PISA. Barry will share his international perspectives on the testing of reading and its promotion from a global perspective.
Educational experts—20 experts from countries including Finland, Hong Kong and Singapore, presenting their research findings and ongoing research work on reading.
Day One—Feature Abstract
The trend of PISA results – Implications for school development in Finland Sulkunen, S. & Välijärvi, J.
The Finnish PISA 2012 results confirmed the decreasing trend in reading literacy, as well as in mathematical and science literacy already visible in the 2009 assessment. Compared to PISA 2006, where Finland still reached top rankings in all the three domains, the national average score has dropped by 23 points in reading, by 29 points in mathematics and by 17 points in science. Additionally, the gender gap has expanded in reading and science literacy in favour of girls and in 2012 Finnish girls outperformed the boys also in mathematics. However, Finland still belongs to the best performing countries in PISA, and particularly to the top OECD countries. Finland’s ranking in PISA has been lowered by the improved results in many Asian countries and new high-achieving countries/regions joining PISA.
In this paper, the trends of PISA results are analysed in the framework of societal changes. Additionally, educational developments as a means to maintain high levels of achievement are described. The Finnish Ministry of Education and Culture has launched several projects to respond to the changed situation and the national curriculum for basic education is currently under reform.
Day Two—Feature Abstract
Innovative Reading and Writing Strategies Instruction Karen Harris
Today, a much higher level of literacy abilities is required for both success in work and continuing education than required just ten or twenty years ago. Further, research indicates that learning to read and learning to write are connected to each other in important ways and each can be leveraged to the benefit of the other (although both also require separate instruction). Therefore, innovative, evidence-based approaches are critical for reading and writing, and for enhancing the reading-writing connection. Self-regulated strategy development (SRSD) for writing has been deemed an evidence-based practice in writing. In the past few years, innovative researchers have used SRSD for both reading comprehension development and for integrating reading and writing for learning. In this presentation, the evidence base for SRSD in writing will be briefly described, followed by an overview of SRSD instructional design principles. Finally, research on SRSD instruction for reading comprehension and for reading and writing to learn will be noted.