Dr Neumann’s academic qualifications are Bachelor of Science (Honours), Bachelor of Education, Graduate Diploma of Education, and PhD. Dr Neumann completed her PhD titled: “Using environmental print to enhance emergent literacy” in the School of Applied Psychology at Griffith University. Following this Dr Neumann completed 2 post-doctoral research fellowships at the Griffith Institute for Educational Research. Project 1: “Using environmental print to foster emergent literacy in children from a low SES community” and Project 2: “Touch screen tablets and emergent literacy development in Australian pre-schoolers”. Dr Neumann is a member of the Griffith Institute for Educational Research and lecturer in the School of Educational and Professional Studies teaching in the areas of early childhood, computer, and science education. Dr Neumann has research interests in early childhood education and literacy development.
Fields of Expertise
- Emergent literacy
- Digital literacy
- Environmental print
- Parent-child interactions
- Early childhood education
- Science education
Dr Neumann is a registered Education Queensland school teacher with experience teaching primary and secondary school students. Dr Neumann has research interests in early childhood education particularly in the fields of emergent literacy development, parent-child interactions, home environment, and use of touch screen tablets to foster digital literacy skills. Dr Neumann has conducted most of her research in early childhood settings and has research expertise in using a multi-method approach that incorporates qualitative and quantitative statistical analysis combined with observational and intervention-based experimental studies.
- Registered Queensland school teacher with Education Queensland and Queensland College of Teachers
- Member of the Society for the Scientific Studies of Reading
- Member of the Griffith Institute for Educational Research
- Awarded a 2016 Griffith University New Researcher Grant ($20,000)
- Neumann, M. M. (2007). Up Downs: A fun and practical way to introduce reading and writing to young children aged 2-5. Finch: Sydney.
- Neumann, M.M. & Neumann D. L. (2016). Parent-child interactions with environmental print. In Parent-Child Interactions and Relationships: Perceptions, Practices and Developmental Outcomes. Hauppauge, NY: Nova Science Publishers Inc.
- Neumann, M.M. & Neumann D. L. (2016). An analysis of mother-child interactions during an iPad activity. In Parent-Child Interactions and Relationships: Perceptions, Practices and Developmental Outcomes. Hauppauge, NY: Nova Science Publishers Inc.
- Neumann, M.M., Hyde, M., Neumann, D. L., Hood, M., & Ford, R. (2012). Multisensory methods for early literacy learning (pp. 197-216). In G. Andrews and D. L. Neumann. (Eds.), Beyond the Lab: Applications of Cognitive Research in Memory and Learning. Hauppauge, NY: Nova Science Publishers.
Refereed Journal Articles
- Neumann, M.M. & Neumann D.L. (2015). The use of touch screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy. Online first doi: 10.1177/1468798415619773.
- Neumann, M.M., Summerfield, K., & Neumann, D.L. (2015). Visual attention to print-salient and picture-salient environmental print in young children. Reading and Writing: An Interdisciplinary Journal, 28 (40), 423-437. doi:10.1007/s11145014-9531-2.
- Neumann, M.M. (2014). Using environmental print to foster emergent literacy in children from a low-SES community. Early Childhood Research Quarterly, 29, 310-318. doi: org/10.1016/j.ecresq.2014.03.005.
- Neumann, M.M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58, 109-122. doi: 10.1177/0004944114523368.
- Neumann, M.M., Acosta, C., & Neumann, D.L. (2014). Young children’s visual attention to environmental print as measured by eye tracker analysis. Reading Research Quarterly, 49, 157-167. doi: 10.1002/rrq.66.
- Neumann, M.M. & Neumann, D.L. (2014) A measure of emerging print knowledge in young children. Early Child Development and Care, 184, 1142-1159. doi: 10.1080/03004430.2013.853054.
- Neumann, M.M. & Neumann, D.L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42, 231-239. doi: 10.1007/s10643-013-0608-3.
- Neumann, M.M., Hood, M., & Ford, R. (2013). Mother-child referencing of environmental print and its relationship with emergent literacy skills. Early Education and Development, 24, 1175-1193. doi: 10.1080/10409289.2013.753567.
- Neumann, M.M., Hood, M., Ford, R., & Neumann, D.L. (2013). Letter and numeral identification: Their relationship with early literacy and numeracy skills. European Early Childhood Education Research Journal, 21, 489-501.
- Neumann, M.M., Hood, M., & Ford, R. (2013). Using environmental print to enhance emergent literacy and print motivation. Reading and Writing: An Interdisciplinary Journal, 26, 771-793. DOI 10.1007/s11145-012-9390-7.