Dr Sue Dymock
Qualifications: BSocSci, MEd Waikato, PhD Auckland
Contact DetailsEmail: firstname.lastname@example.org
Phone: +64 7 838 4500 ext. 7717
Linda Clark (2015). Primary school teachers’ knowledge of phonemic awareness and its importance as a factor in learning to read
Kylie Te Arihi (2014). The effects of an English reading intervention in a level two Maori-medium context
John-Paul Oliver (2014). Exemplary teachers approaches to supporting vocabulary development during shared reading
Annette van Lamoen (2013). Adult dyslexia in New Zealand
Rachel Rachmani (2011). Phonological and alphabet knowledge intervention
Janet McHardy (2009). The characteristics of adult readers in entry level tertiary settings
Lisa Sargusingh-Terrence (2008). Reading comprehension instruction in St Lucia
Tracey Bennett (2007). Strategies and characteristics of effective one-to-one literacy tutors
Talking about text: The effects of text structure knowledge on reading comprehension and writing
Current research focuses on year 5/6 students’ knowledge of how writers structure fiction and nonfiction text and the impact this has on reading comprehension and writing composition. International research shows that students who know how writers structure text have higher achievement in reading comprehension and writing. There is little New Zealand research on this topic. The study involved 163 year 5/6 students from two schools who were randomly assigned to two groups. The treatment group was taught reading comprehension strategies, including text structure strategies, and the treatment control group was taught math, three days a week, for one hour each day, for 10 weeks. Teaching was in small groups by trained tutors. Children were assessed using normed tests prior to the training and immediately after the intervention.
Reading difficulties and dyslexia
I am the Director of the Hamilton Children’s Reading Centre. The Centre opened in 2003 and provides specialist diagnosis and tuition for children, aged 7-15, who are experiencing reading difficulties, including children with dyslexia. The New Zealand Dyslexia Handbook (Nicholson & Dymock, 2015) and the accompanying DVD, Talking About Dyslexia, feature two children with dyslexia who attended the Reading Centre. Research continues to focus on how best to teach children with reading difficulties to read.
Nicholson, T., & Dymock, S. (2018). Writing for impact: Teaching students how to write with a plan and spell well (Vol. 1 & 2). Wellington, New Zealand: NZCER. Retrieved from https://www.nzcer.org.nz/writing-for-impact
Nicholson, T., & Dymock, S. J. H. (2015). The New Zealand Dyslexia Handbook. A guide to understanding dyslexia in children and youth, with strategies for assessing and teaching reading and spelling. Wellington, New Zealand: NZCER Press.
Dymock, S., & Nicholson, T. (2013). Dyslexia decoded: What it is, what it isn't, and what you can do about it. Auckland, New Zealand: Dunmore Publishing.
Dymock, S., & Nicholson, T. (2012). Teaching reading comprehension: The what, the how, the why. Wellington, New Zealand: NZCER Press.
Find more research publications by Sue Dymock