Associate Professor Christa van Kraayenoord

Reader

School of Education
Faculty of Humanities and Social Sciences
c.vankraayenoord@uq.edu.au
+61 7 336 56521

Overview

Dr Christa van Kraayenoord is an Associate Professor and researcher in the areas of literacy, learning difficulties, and individuals with disabilities. Her research focuses on the following areas: (1) literacy and literacy learning of all students; (2) the writing of individuals with developmental disabilities and learning difficulties; (3) the relationship between metacognition and reading; (4) literacy-related motivation and engagement; (5) literacy assessment and reporting; (6) whole school change in literacy; and (7) teacher knowledge and teacher professional learning in literacy.

Research Interests

  • School reform and teachers' pedagogical change
  • Literacy, especially reading
  • Learning difficulties
  • Motivation and engagement
  • Individuals with disabilities

Qualifications

  • F Int Acad for Research in Learning Disabilities
  • Diploma of Teaching, Massey University
  • Diploma of Education, Massey University
  • Bachelor of Arts (Hons), Massey University
  • Master of Science in Special Education, Montana State University
  • Doctor of Philosophy, Massey University

Publications

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Supervision

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Publications

Featured Publications

Book

Book Chapter

  • van Kraayenoord, Christa (2017). Gwyn, a case study of an Australian adolescent with dyslexia. In Peggy L. Anderson and Regine Meier-Hedde (Ed.), Dyslexia in Adolescence: Global Perspectives (pp. 50-67) New York, New York, Unite States: Routledge. doi:10.4324/9781315628769

  • van Kraayenoord, Christina E. and Muspratt, Sandy (2015). Cooperative behaviour and reading comprehension strategy use in small group reading activities. In Robyn M. Gillies (Ed.), Collaborative learning: developments in research and practice (pp. 239-263) New York, United States: Nova Science Publishers.

  • van Kraayenoord, Christina E. (2015). Literacies and numeracy. In Adrian Ashman (Ed.), Education for inclusion and diversity 5th ed. (pp. 265-296) Melbourne, VIC, Australia: Pearson Australia.

  • van Kraayenoord, Christina E. (2014). Australia, Special education in. In Cecil R. Reynolds, Kimberly J. Vannest and Elaine Fletcher-Janzen (Ed.), Encyclopedia of special education: a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals 4th ed. (pp. 268-272) Hoboken, NJ, United States: John Wiley & Sons. doi:10.1002/9781118660584

  • van Kraayenoord, Christina E. and Elkins, John (2012). Literacies and numeracy. In Adrian Ashman and John Elkins (Ed.), Education for inclusion and diversity 4th ed. (pp. 257-289) Frenchs Forest, Australia: Pearson.

  • van Kraayenoord, Christina E. (2012). Pedagogical practices for the development and improvement of reading. In Robyn M. Gillies (Ed.), Pedagogy: new developments in the learning sciences (pp. 227-242) New York, United States: Nova Science Publishers.

  • van Kraayenoord, Christa (2011). Gwyn, a case study of dyslexia in Australia. In Peggy L. Anderson and Regine Meier-Hedde (Ed.), International Case Studies of Dyslexia (pp. 235-252) New York, NY, U.S.A.: Routledge. doi:10.4324/9780203818404

  • van Kraayenoord, Christina E, Moni, Karen B, Jobling, Anne, Elkins, John, Koppenhaver, David and Miller, Robyn (2011). The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficulties. In Claire Wyatt-Smith, John Elkins and Stephanie Gunn (Ed.), Multiple perspectives on difficulties in learning literacy and numeracy (pp. 213-234) Dordrecht, Netherlands: Springer. doi:10.1007/978-1-4020-8864-3_10

  • van Kraayenoord, Christina E. (2010). The role of metacognition in reading comprehension. In Hans-Peter Trolldenier, Wolfgang Lenhard and Peter Marx (Ed.), Brennpunkte der Gedachtnisforschung entwicklungs- und pädagogisch-psychologische Perspektiven (pp. 277-302) Gottingen, Germany: Hogrefe.

  • van Kraayenoord, C. and Elkins, J. (2009). Literacies and numeracy. In A. Ashman and J. Elkins (Ed.), Education for Inclusion and Diversity 3rd ed. (pp. 235-270) Frenches Forest, NSW: Pearson Education Australia.

  • van Kraayenoord, Christina, Rohl, Mary and Rivalland, Judith (2005). Intervention approaches for learning problems in literacy in Australia. In P. Ghesquière and A. J. Ruijssenaars (Ed.), Learning disabilities: A challenge to teaching and instruction (pp. 117-131) Leuven, Belgium: Leuven University Press.

  • van Kraayenoord, C. E. (2005). Literate lives. In A. Ashman and J. Elkins (Ed.), Educating Children with Diverse Abilities 2nd ed. (pp. 281-315) Frenchs Forest, NSW: Pearson Education Australia.

  • van Kraayenoord, C. E. (2004). Teaching strategies for reading: How can we assist students with learning difficulties?. In B.A. Knight and W. Scott (Ed.), Learning Difficulties: Multiple Perspectives 1 ed. (pp. 67-84) Australia: Pearson Education Australia.

  • Jobling, Anne, van Kraayenoord, Christna E., Watt,, Alison and Elkins, John (2003). Inclusive education: Views and concerns of four major stakeholders. In Inclusive education in the new millennium (pp. 174-189) Hong Kong: Association for Childhood Education International.

  • van Kraayenoord, C. E. (2003). Literacy assessment. In Geoff Bull and Michele Anstey (Ed.), The Literacy Lexicon 2nd ed. (pp. 273-288) Australia: Prentice Hall.

  • van Kraayenoord, C. E. and Goos, M. E. (2003). Metacognition. In John P. Keeves and Ryo Watanabe (Ed.), International Handbook of Educational Research in the Asia-Pacific Region (pp. 477-494) Dordrecht The Netherlands: Kluwer Academic Publishers.

  • van Kraayenoord, C. E. and Moni, K. B. (2003). Practices of Literacy Assessment in the Classroom. In Geoff Bull and Michele Anstey (Ed.), The Literacy Lexicon 2nd ed. (pp. 290-302) Australia: Prentice Hall.

  • van Kraayenoord, C. E. (2003). Toward self-assessment of literacy learning. In Heather Fehring (Ed.), Literacy Assessment (pp. 44-54) Newark, Delaware: International Reading Assoc.

  • Kataoka, M., van Kraayenoord, C. E. and Elkins, J. (2003). Why do students experience learning disabilities? A study of principals' perceptions in Japanese primary schools. In Jennifer A. Vadeboncoeur and Shaun Rawolle (Ed.), Educational Imaginings: On the Play of Texts and Contexts (pp. 269-294) Brisbane Australia: Australian Academic Press.

  • van Kraayenoord, C. E., Moni, K. B., Jobling, M.A. and Ziebarth, K. (2002). Broadening approaches to literacy education for young adults with Down syndrome. In M. Cuskelly, A. Jobling and S. Buckley (Ed.), Down Syndrome Across the Life Span (pp. 81-92) London: Whurr. doi:10.1002/9780470777886.ch7

  • van Kraayenoord, C.E. (2002). Focus on literacy. In A.F. Ashman and J. Elkins (Ed.), Educating Children with Diverse Abilities (pp. 388-435) Frenchs Forest, NSW: Pearson Education.

  • van Kraayenoord, C. E. and Paris, S.G. (2002). Reading objects. In S.G. Paris (Ed.), Perspectives on Object-Centered Learning in Museums (pp. 215-234) Mahwah, NJ: Lawrence Erlbaum.

  • Colbert, P. J. and van Kraayenoord, C. E. (2000). Castleton Primary School. In C. E. van Kraayenoord, J. Elkins, C. Palmer, F. W. Rickards and P. Colbert (Ed.), Literacy, numeracy and students with disabilities: The case studies (pp. 103-136) Canberra: DETYA Clearinghous.

  • van Kraayenoord, C. E. and Elkins, J. (2000). Context, provision and teacher education. In C. E. van Kraayenoord, J. Elkins, C. Palmer, F. W. Rickards and P. Colbert (Ed.), Literacy, numeracy and students with disabilities (pp. 25-45) Canberra: DETYA Clearinghouse.

  • van Kraayenoord, C. E., Elkins, J., Palmer, C. and Rickards, F. (2000). Executive summary and implications. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, Numeracy and Students with Disabilities (pp. 1-14) Canberra: DDepartment of Education, Training & Youth Affairs.

  • van Kraayenoord, C. E. (2000). Intellectual disabilities. In C. E. van Kraayenoord, J. Elkins and et al. (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 1: Executive Summary and Synthesis (pp. 77-97) Canberra: DETYA Clearinghouse.

  • van Kraayenoord, C. E. (2000). Introduction and overview of the project. In C. E. van Kraayenoord, J. Elkins and et al. (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 1: Executive Summary and Synthesis (pp. 15-23) Canberra: DETYA Clearinghouse.

  • Ziebarth, K. and van Kraayenoord, C. E. (2000). LIteracy and students with intellectual disabilities. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 2: The Literature Reviews (pp. 201-250) Canberra: DETYA Clearinghouse.

  • Gallaher, K. and van Kraayenoord, C. E. (2000). Literacy and students with autism. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 2: The Literature Reviews (pp. 355-358) Canberra: DETYA Clearinghouse.

  • Gallaher, K., Elkins, J. and van Kraayenoord, C. E. (2000). Literacy and students with severe communication difficulties--The use of augmentative and alternative communication systems. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, numeracy and students with disabilities: The literature reviews (pp. 341-353) Canberra: DETYA Clearinghouse.

  • Gallaher, K., Elkins, J. and van Kraayenoord, C. E. (2000). Literacy, numeracy and students with social-emotional disabilities. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, numeracy and students with disabilities: The literature reviews (pp. 359-366) Canberra: DETYA Clearinghouse.

  • Colbert, P. J. and van Kraayenoord, C. E. (2000). Mapping of provision: States, systems and sectors. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, numeracy and students with disabilities: The literature reviews (pp. 3-88) Canberra: DETYA Clearinghouse.

  • Rowbotham, M. and van Kraayenoord, C. E. (2000). Numeracy and students with intellectual disabilities. In C. E. van Kraayenoord, J. Elkins, C. Palmer, F. W. Rickards and P. Colbert (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 2: The Literature Reviews (pp. 251-291) Canberra: DETYA Clearinghouse.

  • Treuen, M., van Kraayenoord, C. E. and Gallaher, K. (2000). Preservice education and professional development to teach students with disabilities--A literature review. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 4: Teacher Education (pp. 1-20) Canberra: DETYA Clearinghouse.

  • van Kraayenoord, C. E. and Treuen, M. (2000). Provision of professional development in literacy and numeracy for students with learning difficulties and disabilities. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, numeracy and students with disabilities: Teacher education (pp. 51-84) Canberra: Department of Education, Training and Youth Affairs.

  • Chan, W. Y., Ashman, A. F. and van Kraayenoord, C. E. (2000). Science and biological classification: Linking dynamic assessment to classroom curriculum. In Lidz, Carol S. and Elliott, Julian G. (Ed.), Dynamic assessment: Prevailing models and applications (pp. 607-639) Greenwich, CT: Java Advanced Imaging.

  • Colbert, P. J., van Kraayenoord, C. E., White, C. Y. and Dole, S. (2000). St Scholastica Catholic Primary School. In C.E. van Kraayenoord, J. Elkins and et al. (Ed.), Literacy, Numeracy and Students with Disabilities. Volume 3: The Case Studies (pp. 65-88) Canberra: DETYA Clearinghouse.

  • van Kraayenoord, C. E. and Elkins, J. (2000). Summary and conclusion. In C. E. van Kraayenoord and J. Elkins (Ed.), Literacy, numeracy and students with disabilities: Executive summary and synthesis (pp. 139-162) Canberra: Department of Education, Training and Youth Affairs.

  • Hay, I., Ashman, A. F. and van Kraayenoord, C. (1994). Children’s self-concept and thinking: How are they related?. In J. Edwards (Ed.), Thinking: International and interdisciplinary perspectives (pp. 259-268) Melbourne: Hawker Brownlow.

  • Ashman, A. F., Elkins, J. and van Kraayenoord, C. (1991). Intervention research in Australia. In B. Y. L. Wong (Ed.), Intervention research in students with learning disabilities: An international perspective (pp. 147-162) New York: Springer-Verlag.

Journal Article

Conference Publication

Edited Outputs

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Associate Advisor

Completed Supervision