About Effective Reading Instruction
Research about the best methods for effective reading instruction and teaching has been available for the last 20 years. Government-funded reviews from the US, UK and Australia between 2000 – 2005 all reached the same conclusions and recommendations; however, this Science of Reading research has been slow to become implemented in schools.
Kathryn has over 10 years’ experience in schools supporting the transition of instructional practice in the classroom through advocating for staff access to training and research aligned resources. She has a comprehensive understanding of how to achieve success for students with disabilities within the mainstream classroom and has a proven track record of utilising technology to enhance student access to the curriculum and learning.
Our ongoing teacher and school leadership training & support for Reading Difficulties and Disabilities
Kathryn has worked in the mainstream inclusive classroom, within school leadership and regional consulting teams across NSW DET, Catholic and independent schools since 2003 with extensive experience in a K-12 setting. Kathryn maintains current training across the majority of research-aligned classroom resources and is able to draw on implementation experience in a range of school settings when providing support to schools new on their implementation journey.
In 2021, Kathryn was employed by NESA as a member of the teacher writer team for the curriculum reform project which is rewriting both the K-2 and 3-6 English Syllabus documents for NSW. Kathryn is able to support the design and implementation of whole school approaches to literacy instruction and assessment that are aligned to current research recommendations. In addition Kathryn has a proven record of effective change management that supports teaching staff and minimises overwhelm.