December 2016 Doctor of Philosophy (PhD), University of Canterbury
May 2006 Post Graduate Diploma in Literacy Education (PGDipLitEd), University of Auckland
May 1997 Bachelor of Education (BEd), University of Canterbury
December 1989 Diploma of Primary Teaching for Primary Teaching & Speech-Language Therapy (DipTchg - SLT) Christchurch College of Education firstname.lastname@example.orgMobile0274117394
Literacy and oral language
Jane has extensive and in-depth training and experience in oral language, literacy and effective literacy practice. She has more than 20 years experience as a Speech language Therapist with the Ministry of Education and has undertaken considerable further study.
She has completed the RTLit training (PGDipLit) from Auckland University as well as her PhD. For her doctoral studies she looked at how educator knowledge of oral language and language development influences their pedagogy and practice and therefore student outcomes. Jane’s expertise has led her to being seconded onto various projects for the Ministry of Education and PLD/Resource developers in oral language and literacy.
She is a member of the team developing the Common Practice Model, and the English curriculum in Te Mātaiaho. She has been a part of the review team for the Better Start Literacy programme and Reading Recovery as a consultant, and undertook a review of the Ready to Read Phonics Plus books and materials for the MoE.
Jane is also a Senior Professional Practice Fellow in the College of Education and a Research Fellow in the Department of Psychology at the University of Otago. She is lecturing in both the Education and Psychology Departments with a focus on Oral Language, human development and literacy. She has co-supervised Masters and PhD students with their research and marked a number of Masters Thesis.
Supporting and leading professional learning
Jane has been a part of a number of PLD initiatives supporting schools on their oral language and structured literacy journeys. She believes strongly that ensuring teachers have a deep understanding of language and literacy development means they can refine and nuance their programmes to meet the needs of all their learners.
Jane also believes that this knowledge should come before practice and pedagogy - and her PhD studies and recent PLD experience have both validated the value and impact of this approach.
Jane has reviewed teacher support materials for TKI for Tātai Aho Rau and other organisations and her expertise is regularly sought for designing professional learning for graduate and postgraduate educator programmes. Jane is an experienced coach and mentor and is currently supporting leadership development across a number of different contexts in both schools and early years settings.
Jane has led and supported numerous research projects exploring different aspects of early literacy learning. She has a particular interest in the transition from early learning environments into school programmes and the factors that influence and support early literacy learning and development.
Her doctoral studies examined teacher pedagogical content knowledge and the influence this has on learner outcomes. More recently she has been refining and confirming the Aotearoa validity of a phonological awareness screening tool for early school literacy learners.
Professional body membership
New Zealand Speech-Language Therapy Association
MoE Accredited Facilitator
A complete list of publications, presentations, keynotes and workshops available on request.
Schaughency, E., Clifford, A., & Carroll, J.(2021) Assessment of Achievement and Learning Disabilities. In Elsevier Reference Collection in Neuroscience and Biobehavioral Psychology Reference DOI: 10.1016/B978-0-12-818697-8.00158-8
Selected published articles
Cameron, T. A., Carroll, J. L. D., & Schaughency, E. (2020). Concurrent validity of the Preschool Early Literacy Indicators with a New Zealand sample of 5-year-olds entering primary school. International Journal of School & Educational Psychology. Advance online publication. doi: 10.1080/21683603.2020.1805382
Cameron, T. A., Carroll, J. L. D., & Schaughency, E. (Submitted). Initial Evaluation of the Concurrent Validity of the Preschool Early Literacy Indicators (PELI®) with a New Zealand Sample of Beginning School Children. Journal of Psychoeducational Assessment. (submitted)
Cameron, T. A., Carroll, J. L. D., Taumoepeau, M., & Schaughency, E. (2019). How do New Zealand teachers assess children’s oral language and literacy skills at school entry? New Zealand Journal of Educational Studies, 54(1), 69-97. doi:10.1007/s40841-019-00133-4
Carroll, J., Gillon, G.T. and McNeill, B.C. (2012) Explicit Phonological Knowledge of Educational Professionals. Asia Pacific Journal of Speech, Language, and Hearing 15(4) (Journal Article)
Riordan, J., Reese, E., Das, S., Carroll, J., & Schaughency, E. (2021). Tender Shoots: A randomized controlled trial of two shared-reading approaches for enhancing parent-child interactions and children’s oral language and literacy skills. Scientific Studies of Reading. Advance online publication. doi: 10.1080/10888438.2021.1926464
Invited keynotes and lectures
Carroll (2018) “Research as a Speech-language Therapist – investigating oral language and emergent literacy development”. NZSTA 2018 Professional Development Symposium 13th and 14th September Venue: Otago Museum
Carroll, J. (2015, 2014, 2013, 2012) Oral Language and Literacy. University of Otago (Invited lectures for Psychology of Oral Language 300 level paper)
Carroll, J.L.D., (2012) “Literacy development in early childhood - what is the research showing us?" Dunedin: Early Childhood Hui. (Invited Keynote presentation)
Carroll, J.L.D. (2012) “Phonological Awareness in Early Childhood and Early School Years”. Dunedin: Otago Reading Association (Invited Keynote presentation)
(Selected) Submitted conference presentations
Carroll, J. (2021). Tender Shoots: A shared reading and oral language preventive intervention for parents, educators, and preschool children. Proceedings of the 13th Educational Psychology Forum. CAR21238. Retrieved from http://www.eenz.com/epf
McDonald, R.-R., Carroll, J., Cameron, T., Taumoepeau, M., & Schaughency, E. (2021). Literacy experiences during lock-down and reading progress after two years of school. Proceedings of the 13th Educational Psychology Forum. MCD21237. Retrieved from http://www.eenz.com/epf
Carroll J, Schaughency, E, & McCambridge, A. (2019) Oral language and emergent literacy screening tool at school entry: A collaboration with teachers and researchers. Speech Pathology Australia (SPA) and the New Zealand Speech- language Therapists’ Association (NZSTA) Conference. Brisbane Australia
Carroll, J., Gillon, G. and McNeil, B. (2013) The effect of professional development on early childhood teachers’ personal phonological awareness knowledge and implications for teacher content knowledge. Hong Kong: Twentieth Annual Meeting Society for the Scientific Study of Reading, 10-13 July, 2013. (Conference Contribution - Poster presentation)
Carroll, J., Gillon, G. and McNeill, B. (2013) The effects of a professional development model to enhance early childhood teachers' storybook reading. San Sebastian, Spain: IWORDD, 30 & 31 May, 2013. (Conference Contribution - Poster presentation)
Awards, fellowships, scholarships
2013 Research Scholarship for New Zealand Literacy Association Members
2013 Otago Council, New Zealand Literacy Association Research Award
2012 New Zealand Literacy Association Marie Clay Travel Fellowship
2010 New Zealand Federation of Graduate Women, Harriette Jenkins Award
2010 New Zealand Federation of Graduate Women (Otago) Daphne Purves Scholarship
2009-2013 University of Canterbury Doctoral scholarship (full)
I take a practical approach to all that I do. I enjoy seeing educators develop to be the best they can be and ensure that learners are also being the best they can be. I am particularly passionate about literacy and oral language and helping teachers to access the best of what science tells us is best and most effective practice.
Outside of work I enjoy embroidery - teaching others as well as learning new skills myself.