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Dr Christa van Kraayenoord

Honorary Associate Professor

School of Education
Faculty of Humanities, Arts and Social Sciences
c.vankraayenoord@uq.edu.au

Overview

Dr Christa van Kraayenoord is an Honorary Research 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

Research Impacts

Research Impact Statement related to the Research Project: Supportting Schools and Teachers to Improve Students' Reading Achievement in Rural Communities

Supporting Schools and Teachers to Improve Students’ Reading Achievement in Rural Communities was conducted over four years from 2011 and 2014 in schools in rural and mining communities in the Bowen Basin in Queensland, Australia.

The Chief Investigators were: Associate Professor Christina E. van Kraayenoord, Professor Robyn Gillies, Dr Eileen Honan, Associate Professor Karen Moni, Professor Mark Western, and Professor David Brereton. The Chief Investigators are all from the HASS Faculty, except for Professor David Brereton who is from the Centre for Social Responsibility in Mining. Dr Sandy Muspratt worked as the Research Statistician on the Project.

Funding for the Project was provided by the Australian Research Council (ARC Linkage LP100200215), and the funds and in-kind contributions from the partners, the Central Queensland Region of Department of Education and Training (DET), and BHP Billiton Mitsubishi Alliance (BMA). The partnership between The University of Queensland Research Team, the Central Queensland Region of the Department of Education and Training, and BHP Billiton Mitsubishi Alliance (BMA) was unique in providing professional learning to teachers in the Bowen Basin and contributing to the creation of research findings around students’ reading comprehension achievement and teachers’ professional knowledge and practices.

The Project has demonstrated change related to: students reading comprehension achievement (statistically significant improvement in students' comprehension scores on standardized tests, Including NAPLAN), teachers’ professional knowledge and pedagogical practices around reading comprehension, the development of school-community links around reading and the promotion of outreach practices, and the building of school capacity and the promotion of sustainability of whole-school instruction and intervention in reading.

The impact of the Project has been seen in various ways, including in the use by classroom teachers of a handbook produced during the Project (van Kraayenoord, C.E., Galvin, J.L., Miller, Z.L., & Moni, R.W. (2013). Pedagogical practices for the teaching of reading comprehension strategies: A resource book. Brisbane, QLD, Australia: The University of Queensland, School of Education), and in the development of professional learning for teachers comprising six Platforms where ideas related to enhancing teachers’ knowledge and practices around reading comprehension are presented in workshops and through in-school professional learning and teachers’ classroom-based design experiments.

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

  • Journal Article: Factors that influence senior secondary school students’ science learning

    Jayawardena, Prabha Ransi, van Kraayenoord, Christina E. and Carroll, Annemaree (2020). Factors that influence senior secondary school students’ science learning. International Journal of Educational Research, 100 101523, 101523. doi: 10.1016/j.ijer.2019.101523

  • Book Chapter: Literacies

    van Kraayenoord, Christina E. (2019). Literacies. Education for inclusion and diversity. (pp. 268-294) edited by Adrian Ashman. Melbourne, Australia: Pearson Australia.

  • Book Chapter: Gwyn, a case study of an Australian adolescent with dyslexia

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

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Grants

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Supervision

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Publications

Featured Publications

  • Literacies

    van Kraayenoord, Christina E. (2019). Literacies. Education for inclusion and diversity. (pp. 268-294) edited by Adrian Ashman. Melbourne, Australia: Pearson Australia.

  • Gwyn, a case study of an Australian adolescent with dyslexia

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

Book

Book Chapter

  • Literacies

    van Kraayenoord, Christina E. (2019). Literacies. Education for inclusion and diversity. (pp. 268-294) edited by Adrian Ashman. Melbourne, Australia: Pearson Australia.

  • Gwyn, a case study of an Australian adolescent with dyslexia

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

  • Cooperative behaviour and reading comprehension strategy use in small group reading activities

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

  • Literacies and numeracy

    van Kraayenoord, Christina E. (2015). Literacies and numeracy. Education for inclusion and diversity. (pp. 265-296) edited by Adrian Ashman. Melbourne, VIC, Australia: Pearson Australia.

  • Australia, Special education in

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

  • Literacies and numeracy

    van Kraayenoord, Christina E. and Elkins, John (2012). Literacies and numeracy. Education for inclusion and diversity. (pp. 257-289) edited by Adrian Ashman and John Elkins. Frenchs Forest, Australia: Pearson.

  • Pedagogical practices for the development and improvement of reading

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

  • Gwyn, a case study of dyslexia in Australia

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

  • The writing achievement, metacognitive knowledge of writing and motivation of middle-school students with learning difficulties

    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. Multiple perspectives on difficulties in learning literacy and numeracy. (pp. 213-234) edited by Claire Wyatt-Smith, John Elkins and Stephanie Gunn. Dordrecht, Netherlands: Springer. doi: 10.1007/978-1-4020-8864-3_10

  • The role of metacognition in reading comprehension

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

  • Literacies and numeracy

    van Kraayenoord, C. and Elkins, J. (2009). Literacies and numeracy. Education for Inclusion and Diversity. (pp. 235-270) edited by A. Ashman and J. Elkins. Frenches Forest, NSW: Pearson Education Australia.

  • Intervention approaches for learning problems in literacy in Australia

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

  • Literate lives

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

  • Teaching strategies for reading: How can we assist students with learning difficulties?

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

  • Inclusive education: Views and concerns of four major stakeholders

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

  • Literacy assessment

    van Kraayenoord, C. E. (2003). Literacy assessment. The Literacy Lexicon. (pp. 273-288) edited by Geoff Bull and Michele Anstey. Australia: Prentice Hall.

  • Metacognition

    van Kraayenoord, C. E. and Goos, M. E. (2003). Metacognition. International Handbook of Educational Research in the Asia-Pacific Region. (pp. 477-494) edited by John P. Keeves and Ryo Watanabe. Dordrecht The Netherlands: Kluwer Academic Publishers. doi: 10.1007/978-94-017-3368-7_33

  • Practices of literacy assessment in the classroom

    van Kraayenoord, C. E. and Moni, K. B. (2003). Practices of literacy assessment in the classroom. The Literacy Lexicon. (pp. 290-302) edited by Geoff Bull and Michele Anstey. Australia: Prentice Hall.

  • Toward self-assessment of literacy learning

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

  • Why do students experience learning disabilities? A study of principals' perceptions in Japanese primary schools

    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. Educational Imaginings: On the Play of Texts and Contexts. (pp. 269-294) edited by Jennifer A. Vadeboncoeur and Shaun Rawolle. Brisbane Australia: Australian Academic Press.

  • Broadening approaches to literacy education for young adults with Down syndrome

    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. Down Syndrome Across the Life Span. (pp. 81-92) edited by M. Cuskelly, A. Jobling and S. Buckley. London: Whurr. doi: 10.1002/9780470777886.ch7

  • Focus on literacy

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

  • Reading objects

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

  • Castleton Primary School

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

  • Context, provision and teacher education

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

  • Executive summary and implications

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

  • Intellectual disabilities

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

  • Introduction and overview of the project

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

  • LIteracy and students with intellectual disabilities

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

  • Literacy and students with autism

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

  • Literacy and students with severe communication difficulties--The use of augmentative and alternative communication systems

    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. Literacy, numeracy and students with disabilities: The literature reviews. (pp. 341-353) edited by C. E. van Kraayenoord and J. Elkins. Canberra: DETYA Clearinghouse.

  • Literacy, numeracy and students with social-emotional disabilities

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

  • Mapping of provision: States, systems and sectors

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

  • Numeracy and students with intellectual disabilities

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

  • Preservice education and professional development to teach students with disabilities--A literature review

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

  • Provision of professional development in literacy and numeracy for students with learning difficulties and disabilities

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

  • Science and biological classification: Linking dynamic assessment to classroom curriculum

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

  • St Scholastica Catholic Primary School

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

  • Summary and conclusion

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

  • Children’s self-concept and thinking: How are they related?

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

  • Intervention research in Australia

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

Journal Article

Conference Publication

Edited Outputs

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Note for students: Dr Christa van Kraayenoord is not currently available to take on new students.

Completed Supervision

This staff member is a UQ Expert for media in the following fields:

Literacy, Learning difficulties, Reading - teaching, Reading problems, Metacognition, Cognition, Motivation - in education, Illiteracy, Self-concept - in children, Writing and education, Reading - assessment in education, Learning to read, Intellectual disability and learning

They are happy to lend their expertise to your articles or broadcasts and share their research discoveries and insights with the community via media channels.

For additional assistance with story ideas, general advice and information or help with seeking further experts, please email the UQ Media Team or telephone (07) 3365 1120.

Links

ResearcherID: N-7535-2013

ORCID: 0000-0002-6116-8814

Scopus ID: 6602179622

Google Scholar ID: qSPaAtUAAAAJ

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