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Jennifer Buckingham
@buckingham_j
Executive Director, Policy and Evidence, Centre for Education Statistics and Evaluation, NSW Department of Education. Tweets are mine.
Sydney
education.nsw.gov.au/about-us/educa…
Joined February 2012
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  • user avatar
    Jennifer Buckingham
    @buckingham_j
    Jun 12, 2023
    Sincerely grateful for the OAM nomination in today's King's Birthday Honours and the opportunity to draw attention to the importance of reading. Thanks to the people whose footsteps I follow, those who work alongside me, and the teachers who give children the gift of literacy.
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    Jennifer Buckingham
    @buckingham_j
    Apr 12, 2018
    Reading ability predicts reading volume. Implication: Reading for enjoyment follows from being able to read (which then becomes reciprocal). An utterly rational finding that counters the widespread myth that causality goes the other way. Open access paper! onlinelibrary.wiley.com/doi/abs/10.111…
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    May 10, 2019
    You might be sick of the phonics debate, Maralyn, and you are free to switch off, but those of us who are sick of seeing thousands of children needlessly struggle with reading will not be powering down until evidence-based reading instruction is in every classroom. @FIVEfromFIVE
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    May 23, 2020
    Don’t be fooled by reassur­ances that students are learning “phonics in context” or as a “balanced literacy” diet. Both are euphemisms for a non-systematic, non-evidence-based approach. My article in the Weekend Australian today: theaustralian.com.au/inquirer/child…
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    May 13, 2024
    Ireland has been among the highest performing English-speaking countries in PIRLS and PISA for almost two decades. In a report I wrote after visiting Ireland last year, I concluded that these high levels of literacy have a number of mutually reinforcing contributing factors.
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    Jennifer Buckingham
    @buckingham_j
    May 11, 2019
    To the people who think that a phonics check should only be given to ‘the kids who need it’: How do you know which kids need it? The whole point of the phonics check is to identify the kids who need it (and by virtue of that the ones who need more/better phonics instruction).
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    Feb 15, 2018
    Saying ‘my child learned to read without systematic phonics instruction, therefore phonics isn’t effective’ is the equivalent of saying ‘my grandad smoked for 50 years and didn’t get lung cancer so that whole smoking-cancer relationship thing is bogus’.
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    Jun 28, 2017
    Hattie on mindsets: No such thing as generalised state called 'growth mindset' and Carol Dweck never said there was. blogs.edweek.org/edweek/finding…
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    Jennifer Buckingham
    @buckingham_j
    May 3, 2024
    News doesn't come much bigger than this in the reading world.
    stuff.co.nz
    Reading recovery dumped, Stanford won't rule out job losses under Govt's new literacy plan
    The Education Minister confirms long running reading recovery programme will end under new literacy plan. Labour says the devil is in the detail.
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  • user avatar
    Jennifer Buckingham
    @buckingham_j
    Apr 30, 2019
    After 20 years at the world's best think tank, The Centre for Independent Studies @CISOZ, I am beginning a new adventure. As of tomorrow, I will be Director of Strategy & Senior Research Fellow at another fantastic, ground-breaking organisation - MultiLit @MULTILITmedia.
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    May 26, 2023
    Reading Recovery has been researched with 100s of thousands of students in multiple countries over 30+ years. Two large studies in the last decade find sig *negative* effects. How much more research is needed to finally admit that it's at best weak and at worst harmful?
    user avatar
    Dr. Rachael Gabriel
    @RacheGabriel
    May 25, 2023
    Replying to @RacheGabriel and @buckingham_j
    The implications are not to cancel RR once&4all The authors provide two hypotheses: Either RR effects fade, or what was built in 1st grade is different enough from what is demanded in 3rd/4th. What is "certain" is that more research is needed. Don't hate, investigate.
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  • user avatar
    Jennifer Buckingham
    @buckingham_j
    May 25, 2023
    "Results suggest that the long-term impact of Reading Recovery on students’ reading/ELA test scores in 3rd and 4th grades is statistically significant and substantially negative." It's past time for RR apologists to take the evidence medicine & move on.
    tandfonline.com
    Long-Term Impacts of Reading Recovery through 3rd and 4th Grade: A Regression Discontinuity Study
    To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each...
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  • user avatar
    Jennifer Buckingham
    @buckingham_j
    Apr 16, 2020
    I think if it were up to me, I would have a staged return to school, monitoring infection rates carefully. Yr 12 returns first, with strong distancing & hygiene practices. After 4 wks, if school & community infection rates are stable, gradually bring other years back. Thoughts?
  • user avatar
    Jennifer Buckingham
    @buckingham_j
    May 14, 2024
    I would say that I am well aware of the research on Reading Recovery. fivefromfive.com.au/wp-content/upl…
    user avatar
    Jennifer Harrison
    @Jennife0864522
    May 14, 2024
    Replying to @buckingham_j
    It’s a shame when you feel the need to knock a success when it doesn’t fit with your theory. I’m surprised that you are unaware of the research based evidence of the effectiveness of Reading Recovery. Join us to celebrate ucl.ac.uk/reading-recove…
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