University of Tasmania, Australia

Assoc/Prof Ruth Fielding-Barnsley

Associate Professor in Literacy Education

Contact Details

Achievements

I graduated from The University of New England in Armidale, N.S.W. with a Dip. Ed; B Ed (Spec.Ed) and a PhD. I taught in primary schools in N.S.W before becoming an academic at U.N.E teaching in the area of Inclusive Education. After 26 years in Armidale, 2 years in Fiji and 11 years at Q.U.T in Brisbane, I came to UTas where I am now an Associate Professor in the area of Literacy Education. I have taught in undergraduate and postgraduate literacy units as well as supervised research higher degree students. I have more than 60 publications including, book chapters, refereed journal articles, conference papers, reports and other articles, and have been an investigator on several research and consultancy projects. I have served on the New National English Curriculum advisory committee and have presented recommendations to the Senate Committee on Quality of School Education.

Professional Associations:

Learning Difficulties Australia. President elect (2006-2007); President (2007-2008). Immediate Past President (2009)
Society for the Scientific Study of Reading (SSSR) Specific Leaning Difficulties (SPELD)

Higher Degree Supervision

One PhD (completed), one Ed D (completed), one PhD current, seven MEd by research students (completed) and one MEd Psych. by research student (completed).

Publications

Book chapters

• Hay. I & Fielding-Barnsley. R. (2010). Language and Literacy Education in a Challenging World. In T. L. Quynh Le and M. Short (Eds.), Critical Discourse Analysis: An Interdisciplinary Perspective.
• Fielding-Barnsley, R. (2006). Literacy and learning difficulties: Successful outcomes for all students. In M. Keeffe and S. Carrington (Eds.), Schools and Diversity (pp.150-168). Victoria. Pearson Education Australia.
  
• Byrne, B., Fielding-Barnsley, R., Ashley, L., & Larsen, K. (1997). Assessing the Child's and the Environment's Contribution to Reading Acquisition: What We Know and What We Don't Know. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp.265-285). Mawah, N.J: Lawrence Erlbaum Associates Inc.
  

Journal articles

• Hay, I., Fielding-Barnsley, R., & Taylor, T. (2010). Facilitating young childrens language and vocabulary development using a cognitive framework. He Kupu e-journal, 2, 37-46. www.nztertiarycollege.ac.nz/HeKupu/
• Fielding-Barnsley, R. (2010) Australian pre-service teachers knowledge of phonemic awareness and phonics in the context of learning to read. Australian Journal of Learning Difficulties,1,15,99-110.
• Fielding-Barnsley, R. (2009) Learning support: What do students want? Primary and Middle Years Educator, 7 (2), 25-31
• Hay, I., & Fielding-Barnsley, R. (2009). Competencies that underpin childrens transition into early literacy. Australian Journal of Language and Literacy.
  
• Hay, I., & Fielding-Barnsley, R. (2007) Facilitating childrens emergent literacy using shared reading: A comparison of two models. Australian Journal of Language and Literacy, 30 (9), 191-202
  
• Hay, I., Elias, G., Fielding-Barnsley, R., Homel, R., & Freiberg, K. (2007) Language delays, reading delays and learning difficulties: Interactive elements requiring multidimensional programming. Journal of Learning Disabilities,40 (5), 400-409
  
• Tangen, D., & Fielding-Barnsley, R. (2007). Environmental education in a culturally diverse school. Australian Journal of Environmental Education Volume 23 (2007).
  
• Hay, I., & Fielding-Barnsley, R. (2006). Enhancing the early literacy development of children at risk for reading difficulties. Australian Journal of Learning Disabilities, 11(3), 117-124
  
• Fielding-Barnsley, R. (2005). The Attributes of a successful learning support teacher in an inclusive classroom: A mismatch between providers and consumers. Journal of Research in Special Education Needs, 5(2), 68-76
  
• Hindson, B., Fielding-Barnsley, R., Delaland, C., Mackay, C., Byrne, B., & Shankweiler, D. (2005). Assessment and early instruction of preschool children at risk for reading disability. Journal of Educational Psychology,97(4)
  
• Fielding-Barnsley, R. (2005). Australian teachers attitude to and knowledge of metalinguistics in the process of learning to read. Asia Pacific Journal of Teacher Education. 33,1,65-76
  
• Vanderhoek, A., & Fielding-Barnsley, R. (2004). Developing unique social stories as a behavioural intervention for an eight-year old boy with Asperger syndrome. In B Bartlett; F.Bryer and D. Roebuck (Eds.,). Educating: Weaving research into practice.3, 194-210. Griffith University
  
• Fielding-Barnsley, R., & Purdie, N. (2003). Early intervention in the home for children at risk of reading failure. Support For Learning: A Journal of The National Association for Special Education Needs. 18, 73-78.
  
• Byrne, B., Delaland, C., Fielding-Barnsley, R., Quain, P., Samuelsson, S., Hoien, T., Corley, R., DeFries, J., Wadsworth, S., Willcutt, E., & Olson, R. (2002). Longitudinal twin study of early reading development in three countries. Preliminary results. Annals of Dyslexia, 52,49-73.
  

I Tunes App.

• Fielding-Barnsley, R. & Hay, I. (2012). - Profs' Phonics 1.The link to this app is: http://itunes.apple.com/app/profs-phonics/id496793198