Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/11380
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dc.contributor.authorBellert, Anne Mareeen
dc.contributor.authorGraham, Lorraineen
dc.contributor.authorPegg, John Edwarden
local.source.editorEditor(s): C P Constantinou, D Demetriou, A Evagorou, M Evagorou, A Kofteros, M Michael, Chr Nicolaou, D Papademetriou, N Papadourisen
dc.date.accessioned2012-09-24T17:02:00Z
dc.date.issued2005en
dc.identifier.citation11th European Conference for Research on Learning and Instruction Abstracts, p. 1063-1063en
dc.identifier.isbn9963607659en
dc.identifier.urihttps://hdl.handle.net/1959.11/11380en
dc.description.abstractThis paper begins with a brief overview of current learning disability definitions and support structures in schools in the state of New South Wales, Australia. The paper will then explore the development of a research-based intervention, described under the generic name of QuickSmart, designed to improve basic academic skills in reading and numeracy for students' with learning disabilities. The intervention features the Computerized Academic Assessment System (CAAS) developed at the Laboratory for the Assessment and Training of Academic Skills (LATAS) at the University of Massachusetts. The intervention draws on theory and research in the fields of education and psychology, focusing on learning disabilities, modularity theory, developing automaticity, the role of working memory and a heirarchical view of students' learning of academic skills. Additionally, the structured approach of QuickSmart, with its appropriate use of technology and an emphasis placed on both practice and strategy instruction, is very much in tune with how many teachers consider students with learning difficulties can be usefully supported. The QuickSmart intervention has been developed and implemented over the last four years, with over 150 middle grades (Years 5-8) student participants, in 15 schools in rural New South Wales. The studies conducted to date have investigated the effects of improved automaticity of basic academic skills on higher order processes such as comprehension and problem solving. Results of the research, coming from a variety of sources, indicate that students' improvement in information retrieval times and accuracy in basic academic skills can lead to subsequent gains on tasks which target higher order thinking skills.en
dc.languageenen
dc.publisherEuropean Association for Research on Learning and Instruction (EARLI)en
dc.relation.ispartof11th European Conference for Research on Learning and Instruction Abstractsen
dc.titleAn Australian Perspective on Researching and Supporting Low-Achieving Students in the Middle School Grades: The QUICKSMART Interventionen
dc.typeConference Publicationen
dc.relation.conferenceEARLI 2005: European Association for Research on Learning and Instruction 11th Biennial Meeting - Integrating Multiple Perspectives on Effective Learning Environments, Nicosia, Cyprus, 23rd - 27th August, 2005en
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameAnne Mareeen
local.contributor.firstnameLorraineen
local.contributor.firstnameJohn Edwarden
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSiMERRen
local.profile.emailabeller2@une.edu.auen
local.profile.emaillgraham@une.edu.auen
local.profile.emailjpegg@une.edu.auen
local.output.categoryE3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordpes:3112en
local.publisher.placeonlineen
local.format.startpage1063en
local.format.endpage1063en
local.title.subtitleThe QUICKSMART Interventionen
local.contributor.lastnameBellerten
local.contributor.lastnameGrahamen
local.contributor.lastnamePeggen
dc.identifier.staffune-id:abeller2en
dc.identifier.staffune-id:lgrahamen
dc.identifier.staffune-id:jpeggen
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:11579en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAn Australian Perspective on Researching and Supporting Low-Achieving Students in the Middle School Gradesen
local.output.categorydescriptionE3 Extract of Scholarly Conference Publicationen
local.relation.urlhttp://www.earli.org/resources/ABSTRACTS%20Nicosia%202005.pdfen
local.conference.detailsEARLI 2005: European Association for Research on Learning and Instruction 11th Biennial Meeting - Integrating Multiple Perspectives on Effective Learning Environments, Nicosia, Cyprus, 23rd - 27th August, 2005en
local.description.statisticsepubsVisitors: 434<br />Views: 430<br />Downloads: 0en
local.search.authorBellert, Anne Mareeen
local.search.authorGraham, Lorraineen
local.search.authorPegg, John Edwarden
Appears in Collections:Conference Publication
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)
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