August 10, 2016

Publications

Books

Daffern, T. (2018). The components of spelling: Instruction and assessment for the linguistic inquirer. Canberra, Literacy Education Solutions Pty Limited. ISBN: 978-0-6483430-0-4.

Invited Edited Book

Daffern, T., & Mackenzie, N. M. (Eds) (2020). Teaching writing: Effective approaches for the middle years. Allen & Unwin.

Book Chapters

Daffern, T., & Mackenzie, N. M. (2020). Introduction to teaching writing: Effective approaches for the middle years. In T. Daffern, & N.M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter One). Allen & Unwin.

Daffern, T., & Mackenzie, N. M. (2020). Theoretical perspectives and strategies for teaching and learning writing. In T. Daffern, & N.M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter Two). Allen & Unwin.

Daffern, T., & Anstey, M., & Bull, G. (2020). What is involved in the learning and teaching of writing? In T. Daffern, & N. M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter Four). Allen & Unwin.

Mackenzie, N. M, & Daffern, T. (2020). Supporting meaning-making through vocabulary. In T. Daffern, & N.M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter Seven). Allen & Unwin.

Daffern, T. (2020). Supporting meaning-making through spelling. In T. Daffern, & N. M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter Nine). Allen & Unwin.

Daffern, T., Baker, E., & Barlow, L. E. (2020). Teaching writing across disciplines: The upper primary school years. In T. Daffern, & N. M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter Twelve). Allen & Unwin.

Ryan, M., & Daffern, T. (2020). Assessing writing: Teacher-led approaches. In T. Daffern, & N. M. Mackenzie (Eds), Teaching writing: Effective approaches for the middle years (Chapter Fifteen). Allen & Unwin.

Daffern, T. (2018). Editorial skills: Spelling. In N.M Mackenzie., & J. Scull (Eds), Understanding and supporting young writers from birth to 8 (pp. 116-136). Oxfordshire: Routledge.

Daffern, T. (2018) Spelling Assessment, Learning, and Instruction in VET. In: McGrath S., Mulder M., Papier J., Suart R. (eds) Handbook of Vocational Education and Training: Developments in the Changing World of Work. Springer, Cham. https://doi.org/10.1007/978-3-319-49789-1_90-1.

Journal Articles

Daffern, T., & Ramful, A. (accepted). Measurement of spelling ability: Construction and validation of a phonological, orthographic and morphological pseudo-word instrument. Reading and Writing: An Interdisciplinary Journal

Daffern, T., & Mackenzie, N (submitted). The challenges of learning and teaching English spelling: Insights from eight Australian students and their teachers. Literacy

Daffern, T., Thompson, K., & Ryan., L. (submitted). Teaching spelling in context can also be explicit and systematic. Practical Literacy: The Early and Primary Years

Daffern, T. & Critten, S. (2019). Student and teacher perspectives on spelling. Australian Journal of Language and Literacy, 42(1), 40-57

Daffern, T. (2018). Innovative linguistic inquiries in the primary classroom. Practical Literacy: The Early and Primary Years, 23(1), 10-13

Daffern, T. (2017). Linguistic skills involved in learning to spell: An Australian study. Language and Education, 31(1), 307-329. DOI: 10.1080/09500782.2017.1296855

Daffern, T., Mackenzie, N. M. & Hemmings, B. (2017). Testing spelling: How does a dictation method measure up to a proofreading and editing format? Australian Journal of Language and Literacy, 40(1), 28-45

Daffern, T., Mackenzie, N. M, & Hemmings, B. (2017). Predictors of writing success: How important are spelling, grammar and punctuation? The Australian Journal of Education, 61(1), 75-87. DOI: 10.1177/0004944116685319

Daffern, T. (2016). What happens when a teacher uses metalanguage to teach spelling? The Reading Teacher, 70(4), 423-434 DOI: 10.1002/trtr.1528

Daffern, T. (2015). Helping students become linguistic inquirers: A focus on spelling. Literacy Learning: The Middle Years, 23(1), 33-39.

Daffern, T. & Mackenzie, N (2015). Building strong writers: Creating a balance between the authorial and secretarial elements of writing. Literacy Learning: The Middle Years, 23(1), 23-32.

Daffern, T., Mackenzie, N., & Hemmings, B. (2015). The development of a spelling assessment tool informed by Triple Word Form Theory.  Australian Journal of Language and Literacy, 38(2), 72-82.

Reports/Other

Daffern, T. (2019). Inquiries in spelling: Building teacher and student capacity. Report submitted to the Australian Literacy Educators’ Association ACT Local Council.

Daffern, T. (2018). The components of spelling test: Pseudo-word version (Grades 3-4).

Daffern, T. (2018). The components of spelling test: Pseudo-word version (Grades 5-6).

Daffern, T. (2018). A report on the construction and validation of a phonological, orthographic and morphological pseudo-word instrument for Grades 3 to 6 students. Paper submitted to participating schools and the ACT Education Directorate.

Daffern, T. (2016). An examination of spelling acquisition in the middle and upper primary school years [doctoral thesis]. Albury-Wodonga, NSW. Charles Sturt University. http://researchoutput.csu.edu.au/webclient/DeliveryManager?pid=84773&custom_att_2=direct

Daffern, T. (2014). A report on the Components of Spelling Test: A pilot study. Paper submitted to participating schools, the ACT Directorate and the Catholic Education Office, Archdiocese of Canberra & Goulburn.