Griffith University

Publications

Books

Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties. Dordrecht, The Netherlands: Springer International.

Book chapters

• Hay, I. and Woolley, G.(2011). The Challenge of Reading Comprehension. In T. Le, Q. Le and M.Short (Eds.), Language and Literacy Education in a Challenging World (pp. 198-209). Nova Science Publishers, New York.
  
• Woolley, G.E. & Hay, I. (2004). Using imagery as a strategy to enhance students' comprehension of read text. In W. Scott and B. Knight (Eds.), Learning Disabilities: Multiple Perspectives (pp. 85-101). Melbourne: Pearson.
• Woolley, G.E. & Hay, I. (1999). Enhancing the teaching of reading comprehension to students with special needs. In P. Westwood and W. Scott (Eds.), Learning disabilities: advocacy and action (pp. 67-78). Melbourne: Australian Resource Educators Association.
  

Refereed journals

• Woolley, G. (2010). Developing Reading Comprehension: Combining Visual and Verbal Cognitive Processes. Australian Journal of Language and Literacy. 33(2), 109-125.
• Woolley, G. (2010). A Multiple Strategy Framework Supporting Vocabulary Development for Students with Reading Comprehension Deficits. Australian Journal of Special Education. 15(1), 89-98.
  
• Woolley, G. (2010). Issues in the Identification and Ongoing Assessment of ESL Students with Reading Difficulties for Reading Intervention. Australasian Journal of Learning Difficulties. 34(2), 119-132.
  
• Woolley, G. (2008). The assessment of reading comprehension difficulties for reading intervention. Australian Journal of Learning Difficulties, 13(1), 51-62.
  
• Woolley, G.E. (2007). A comprehension intervention for children with reading comprehension difficulties. Australian Journal of Learning Difficulties, 12(1), 43-50.
• Woolley, G.E. & Hay I. (2006). Reading Intervention: The Benefits of Using Trained Tutors. Australian Journal of Language and Literacy, 30(1), 9-20.
• Woolley, G.E. (2006). Comprehension difficulties after year four: Actioning Appropriately. Australian Journal of Learning Difficulties, 11(3), 125-130.
  

Refereed proceedings

• Woolley, G. (2008). Supported vocabulary development from context for children experiencing reading difficulties. Proceedings of the Australian Teacher Education Association National Conference, Sunshine Coast, 8th – 11th July.
  
• Mann, K., Moyle, K., Reupert, A., Wilkinson, J. & Woolley, G.E. (2007). When two universities meet: Fostering research capacity among Early Career Researchers. Proceedings of the Australian Association of Research Educators National Conference, Canberra, 13th and 14th June.
• Woolley, G.E. (2006). Using inferences strategically: Enhancing the reading comprehension ability of delayed readers Proceedings of the Association of Special Education National Conference, Canberra, 29th September-2nd October.
• Woolley, G.E. (2005). Research on reading comprehension difficulties after Year four: Actioning appropriately. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the Action as Participants in Participatory Research. (pp. 185-194). Brisbane: Griffith University.
• Woolley, G.E. (2005). The influence of learning styles on the motivation and engagement of students with reading difficulties. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Stimulating the Action as Participants in Participatory Research. (pp. 196-206). Brisbane: Griffith University.
• Woolley, G.E. & Hay, I. (2004). Using imagery as a strategy to enhance students' comprehension of read text. In W. Scott and B. Knight (Eds.), Learning Disabilities: Multiple Perspectives (pp. 85-101). Melbourne: Pearson.
• Woolley, G.E. (2004). The use of praise and academic feedback for students with reading difficulties. In B. Bartlett, F. Bryer, and D. Roebuck (Eds.), Educating: Weaving Research into Practice (pp. 255-264). Brisbane: Griffith University.
• Woolley, G.E. & Hay, I. (2003). Students with late emerging reading difficulties: reading engagement, motivation, and intervention issues. In F. Bryer and D. Roebuck (Eds.), Reimagining Practice: Researching Change (pp. 175-184). Brisbane: Griffith University.
• Woolley, G. E., & Hay, I. (1999). Parent tutoring: Effective reading intervention approaches. In P. Westwood & W. Scott (Eds.), Learning Disabilities: Advocacy and Action. Melbourne: Australian Resources Educators Association.

Other

• Woolley, G. E. (1999). The Comprehension of the Narrative: A Training Program for Volunteers and Teacher Aides and a Tutoring Program for Children with Reading Comprehension Difficulties. (Self Published).

Government reports

• Woolley, G.E. (2007). University of Canberra lead Consortium (University of Canberra, Disability Programs Directorate of NSW Education and Training, and Giorcelli Education Consultancy. A Project to Improve the Learning Outcomes of Students with Disabilities in Early, Middle, and Post Compulsory Years of Schooling. Funded by Department of Education, Science and Training.
• Shaddock, A.J., Hook, J., Giorcelli, L., Smith, S., Elliott, A., Hoffman-Raap, L., Kilham, C., Murik, J., Spinks, A.T., Thornton, S., Waddy, N. & Woolley, G.E. Improving the Learning Outcomes of Students with Disabilities in Mainstream Classes: A Review of the Literature from a Practice Standpoint.
• Shaddock, A.J., Hook, J., Hoffman-Raap, L., Spinks, A.T., Woolley, G.E. Pearce, M. How do Successful Classroom Teachers Provide a Relevant Curriculum for Students in their Mainstream Class.
  
• Woolley, G.E. (2006). University of Canberra. Researching Effective Teaching and Learning Practices for Students with Learning Difficulties and Disabilities in the Australian Capital Territory. Funded by Department of Education, Science and Training.