Capturing the teaching and learning of struggling readers in the classroom
The question I aim to answer in my PhD project is: With a view to reliably inform and enhance the process of teaching and learning of struggling beginner readers, how should systematic classroom observation be conducted?
In 2015 - 2016 I have taught the MA module 'Language and Dyslexia: teaching and learning' at the School of Education, Stenden University of Applied Sciences in Leeuwarden.
In 2016-2017 I have lectured on Speech, Language and Communication Needs as part of the MSc modules PSY7049 (Atypical Patterns of Child Development) and PSY7050 (Assessment and Intervention) at the School of Psychology, Queen's University Belfast.
I obtained my undergraduate degree (First Class Honours) in Speech and Language Therapy at the University of Applied Sciences Utrecht in 2005. Since then I have worked within special education, both as a therapist and as a policy developer. In the role of junior policy developer I was responsible for a regional research project that focused on the efficacy of speech and language therapy in special education settings. During this project I contributed to a grant proposal for the development of effective language and literacy instruction for students with severe emotional and behavioural disorders (SEBD) which was awarded €180.000 (www.poraad.nl).
In 2010 I co-founded De Taalsleutel through which accredited modules and policy guidance regarding developmental disorders, language interventions and teaching and learning within SEN contexts are offered to educational and health professionals in the Netherlands.
In 2013 I completed a master's degree in Special Educational Needs (with Distinction), specialising in language and dyslexia at Windesheim University for Applied Sciences. My thesis 'Coach, co-teacher or 'just' a therapist?!' was awarded with the Frits Harinck award 2013, a national award for outstanding educational action research in the Netherlands. This study answered the question whether instructional coaching by a speech and language therapist can contribute to effective teacher professionalization.
In 2015 I completed a master’s degree in Atypical Child Development (with Distinction) at Queen’s University Belfast. In my dissertation I focused on the exploration of factors that could predict the differences in children’s ability to learn rise time discrimination of non-speech sounds.
(A)typical speech, language and reading development
- Evidence based teaching and learning
Development of educational policy