Dr Alison Madelaine

Dr Alison Madelaine

Dr Alison Madelaine

Title: Lecturer
Phone: 02 9850 9699
Fax: 02 9850 8254
Email: alison.madelaine@mq.edu.au
Office: X5A 108

Introduction

Alison Madelaine is a Lecturer at Macquarie University Special Education Centre (MUSEC). Alison teaches postgraduate units in effective literacy instruction and special education research methods. In 2003 she was awarded a PhD for her thesis entitled Curriculum-based measurement of reading and teacher judgment of reading performance. Several years ago, Alison participated in the Visiting International Faculty Program and taught disadvantaged students with learning disabilities in South Carolina, USA. She has also worked as a senior consultant to the MultiLit Cape York Project which involved increasing the literacy levels of indigenous students, and is a member of the MultiLit Research Unit.

BA - Macquarie University
Dip Ed (Primary) - The University of Sydney
Grad Dip Spec Ed - Macquarie University
PhD - Macquarie University

Current Projects and Involvement

  • Perceptions and Knowledge of Final Year Teacher  Education Students on Early Literacy Instruction (with Coral Kemp, Jennifer Stephenson, and PhD student Lin Meeks)
  • Evaluation of the PreLit program with preschool children: Getting all children off to a good start in school (with SPED902 student Sarah McMurtry)

Affiliations

  • Learning Difficulties Australia
  • Society for the Scientific Study of Reading
  • International Reading Association
  • Australian Association of Special Education
  • Senior MultiLit Consultant
  • Member of the MultiLit Research Unit (MRU)

Research Interests

  • Literacy
  • Reading Fluency
  • Reading Assessment
  • Curriculum-based Measurement of Reading
  • Effective vocabulary instruction
  • Response to intervention
  • Effective reading interventions for low-progress readers
  • Preschool literacy
  • Book Levelling

Teaching Links

Administration  
CoordinatorSPED824Effective Instruction in Reading and Spelling
CoordinatorSPED801Key Research Issues and Methods in Special Education
CoordinatorSPED804Effective Literacy Instruction
CoordinatorSPED901Special Education Project Stage I
CoordinatorSPED902Special Education Project Stage II

Publications

YearCitation
2016

Marinus, E., Mostard, M., Segers, E., Schubert, T.M., Madelaine, A., & Wheldall, K. (2016). A special font for people with dyslexia: Does it work and, if so, how? Dyslexia, 22(3), 233-244. DOI: 10.1002/dys.1527

2012Rosenman, S., & Madelaine, A. (2012). Predicting literacy achievement in young English language learners: A question of language proficiency or of learning difficulty? Australian Journal of Learning Difficulties, 17, 17-34. doi: 10.1080/19404158.2012.665376
2012Limbrick, L., Wheldall, K., & Madelaine, A. (2012). Reading and related skills in the early school years: Are boys really more likely to struggle? International Journal of Disability, Development and Education, 59, 341-358. doi: 10.1080/10344912X.2012.723939
2012Limbrick, L., Wheldall, K., & Madelaine, A. (2012). Do boys need different remedial reading instruction from girls? Australasian Journal of Learning Difficulties, 17, 1-15. doi: 10.1080/19404158.2011.648331
2012Callaghan, G., & Madelaine, A. (2012). Levelling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. Australasian Journal of Early Childhood, 37, 13-23.
2011Limbrick, L., Madelaine, A., & Wheldall, K. (2011). Gender differences in oral reading fluency: Implications for Identifying low-progress readers. Special Education Perspectives, 20, 5-23.
2011Reynolds, M., Wheldall, K., & Madelaine, A. (2011). Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales. Australian Journal of Learning Difficulties, 16, 127-143. doi: 10.1080/19404158.2011.586711
2011Reynolds, M., Wheldall, K., & Madelaine, A. (2011). What recent reviews tell us about the efficacy of reading interventions for struggling readers in the early years of schooling. International Journal of Disability, Development and Education, 58, 257-286. doi: 10.1080/1034912X.2011.598406
2011Limbrick, L., Wheldall, K., & Madelaine, A. (2011). Why do more boys than girls have a reading disability? A review of the evidence. Australasian Journal of Special Education, 35, 1-24. doi: 10.1375/ajse.35.1.1
2010Reynolds, M., Wheldall, K., & Madelaine, A. (2010). Components of effective early reading interventions for young struggling readers. Australian Journal of Learning Difficulties, 15, 171-192.
2010Limbrick, L., Wheldall, K., & Madelaine, A. (2010). Estimating gender ratios for poor reading using large-scale assessments. Australian Journal of Education, 54, 190-222.
2010Madelaine, A., & Wheldall, K. (2010). Teacher judgement of reading performance. In K Wheldall (Ed.), Developments in educational psychology (2nd edn.). London: Routledge.
2009Reynolds, M., Wheldall, K., & Madelaine, A. (2009). The devil is in the detail regarding the efficacy of Reading Recovery: A rejoinder to Schwartz, Hobsbaum, Briggs and Scull. International Journal of Disability, Development and Education, 56, 17-35.
2009Reynolds, M., Wheldall, K., & Madelaine, A. (2009). Building the WARL: The development of the Wheldall Assessment of Reading Lists, a curriculum-based measure designed to identify young struggling readers and monitor their progress. Australian Journal of Learning Difficulties, 14, 89-111.
2009Lee, L. W., Wheldall, K., Beaman, R., & Madelaine, A. (2009). A conceptual framework for remedial reading instruction for low progress early readers in the Malay language. Asia Pacific Journal of Speech, Language and Hearing, 12, 57-70.
2008Limbrick, L., Wheldall, K., & Madelaine, A. (2008). Gender ratios for reading disability: Are there really more boys than girls who are low-progress readers? Australian Journal of Learning Difficulties, 13, 161-179.
2007Tan, K. H., Wheldall, K., Madelaine, A., & Lee, L. W. (2007). A review of the simple view of reading: Decoding and linguistic comprehension skills of low-progress readers. Australian Journal of Learning Disabilities, 12, 19-30.
2007Reynolds, M., Wheldall, K., & Madelaine, A. (2007). Developing a ramp to reading for at-risk year one students: A preliminary pilot study. Special Education Perspectives, 16, 39-69.
2006Wheldall, K., & Madelaine, A. (2006). The development of a passage reading test for the frequent monitoring of performance of low-progress readers. Australasian Journal of Special Education, 30, 72-85.
2006Wheldall, K., & Madelaine, A. (2006). Tracking the performance of low-progress readers: An example of the WARP in action. Education Today, 56, 14-18.
2006Pearce, S., Wheldall, K., & Madelaine, A. (2005). MULTILIT book levels: Towards a new system for levelling texts. Special Education Perspectives, 15, 38-56.
2005Madelaine, A., & Wheldall, K. (2005). Further progress Towards a Standardised Curriculum-based Measure of reading: Calibrating a new passage reading test against the New South Wales Basic Skills Test. Australian Journal of Learning Disabilities, 10, 87-94.
2005Madelaine, A., & Wheldall, K. (2005). Identifying low-progress readers: Comparing teacher judgment with a curriculum-based measurement procedure. International Journal of Disability, Development and Education, 52, 33-43.
2004Madelaine, A., & Wheldall, K. (2004). Curriculum-based measurement of reading: Recent advances. International Journal of Disability, Development and Education, 51, 57-82.
2003Madelaine, A., & Wheldall, K, (2003). Can teachers discriminate low-progress readers from average readers in regular classes? Australian Journal of Learning Disabilities, 8, 4-7.
2002Madelaine A., & Wheldall K. (2002). Further progress towards a standardised curriculum-based measure of reading: Calibrating a new passage reading test against the New South Wales Basic Skills Test. Educational Psychology, 22, 461-470.
2000Wheldall, K., & Madelaine, A. (2000). A curriculum-based passage reading test for monitoring the performance of low-progress readers: the development of the WARP. International Journal of Disability, Development and Education, 47, 371-382.
2000Madelaine, A. (2000). Review of 'Lorenz, S. (1998). Children with Down's Syndrome: A guide for teachers and learning support assistants in mainstream primary and secondary schools.' Educational Psychology20, 513-514.

Grants

YearSourceTitleAmount
2007ACES Learning and Teaching Fund Allocation.Video sequences illustrating exemplary practice in the education of students with special needs in real classrooms$44,430
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