| Language and reading instruction in early years’ classrooms: The knowledge and self-rated ability of Australian teachers HL Stark, PC Snow, PA Eadie, SR Goldfeld Annals of dyslexia 66, 28-54, 2016 | 120 | 2016 |
| Quality of interactions by early childhood educators following a language-specific professional learning program P Eadie, H Stark, F Niklas Early Childhood Education Journal 47, 251-263, 2019 | 35 | 2019 |
| Teacher knowledge of oral language and literacy constructs: Results of a randomized controlled trial evaluating the effectiveness of a professional learning intervention S Goldfeld, P Snow, P Eadie, J Munro, L Gold, F Orsini, J Connell, H Stark, ... Scientific Studies of Reading 25 (1), 1-30, 2021 | 28 | 2021 |
| Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review S Goldfeld, R Beatson, A Watts, P Snow, L Gold, HND Le, S Edwards, ... Australian Journal of Learning Difficulties 27 (1), 65-113, 2022 | 12 | 2022 |
| The impact of a sustained oral language professional learning program on Australian early years’ teachers’ knowledge, practice and beliefs: A mixed-methods exploration HL Stark, PA Eadie, PC Snow, SR Goldfeld Professional development in education 46 (2), 178-194, 2020 | 10 | 2020 |
| Teacher talk in early years classrooms following an oral language and literacy professional learning program P Eadie, H Stark, P Snow, L Gold, A Watts, B Shingles, F Orsini, J Connell, ... Journal of Research on Educational Effectiveness 15 (2), 302-329, 2022 | 8 | 2022 |
| Language skills of vulnerable children with social, emotional, and behavioral difficulties: an Australian primary school sample PA Eadie, PC Snow, HL Stark, N Sidoti, J Berndt Behavioral Disorders 46 (4), 253-266, 2021 | 7 | 2021 |
| Every toddler talking final report P Eadie, C Tayler, H Stark August. Melbourne, Victoria, Australia: University of Melbourne, 2017 | 7 | 2017 |
| Speech-language pathologist perspectives of the implementation of telepractice-delivered stuttering treatment for school-age children S Erickson, K Bridgman, L Furlong, H Stark Language, speech, and hearing services in schools 53 (1), 30-43, 2022 | 5 | 2022 |
| The role of the speech pathologist in supporting primary school students with social, emotional and behavioural difficulties: Clinical insights HL Stark Journal of Clinical Practice in Speech-Language Pathology 19 (3), 125-130, 2017 | 3 | 2017 |
| Building knowledge about language skills into teacher practice and initial teacher education PA Eadie, HL Stark, PC Snow Educating Australia: Challenges for the decade ahead, 241-256, 2017 | 2 | 2017 |
| Educational and developmental gains in early childhood (EDGE) study protocol: investigating the impact of funded three-year-old kindergarten P Eadie, P Levickis, J Page, J Hunt, S Kent, YP Tseng, G Kalb, J Quach, ... International Journal of Research & Method in Education, 1-15, 2023 | 1 | 2023 |
| Application of a connecting practice model in group telesupervision: A pilot study of supervisee expectations, experiences, and attitudes K Bridgman, S Erickson, L Furlong, H Stark The Clinical Supervisor 42 (2), 375-392, 2023 | | 2023 |
| Investigating teachers’ knowledge, practice and change following an oral language professional learning program HL Stark University of Melbourne, 2018 | | 2018 |
| Every Toddler Talking Interim Report P Eadie, C Tayler, H Stark | | |
Patricia EadieProfessor, Faculty of Education, University of MelbourneVerified email at unimelb.edu.au
