Brian L. Byrne
Brian Byrne | |
|---|---|
| Born | 1942 |
| Education | Bachelor of Arts Doctor of Philosophy |
| Alma mater | University of Sydney McMaster University |
| Occupation(s) | Social scientist and emeritus professor[1][2][3] |
| Organization | University of New England |
| Known for | Applied and psycholinguistics |
Brian L. Byrne (born 1942) is a social scientist specializing in applied and psycholinguistics, an emeritus professor at the University of New England in Australia, and lead author of publications and articles on research in his field.[4] Byrne was a lead researcher in the 10-year-long, $5 million National Institutes of Health study by an international team of scientists into the development of reading ability in 1,000 pairs of twins. Beginning in 2000, the study found that genetics were more important influences on reading development than environmental factors. In 2012, Byrne was appointed a lead researcher in a similar Australian study of twins.
Twins linguistics research
In 2000, Byrne and the Department of Psychology at the University of New England (UNE), with support from the Australian Research Council, were selected by the United States National Institute of Health to take part in a $US5 million study of the development of reading ability in children. The study also included research teams in Colorado, Nevada, and Norway and other prominent social scientists such as John C. DeFries. The study used twins as its research subjects in order to better examine the impact of genetics versus environmental factors in the development of reading ability. UNE's share of the funding was $US1.14 million over five years. The Australian portion of the project initially studied eighty pairs of identical and fraternal twins from Sydney and Melbourne listed in the National Health and Medical Research Council's Twins Registry based at the University of Melbourne.[5]
In 2008, the researchers published the results of their research, finding that genetic factors were more influential than environmental ones in the development of reading ability in children. Byrne cautioned, however, that, "Intensive and well-designed classroom and preschool interventions can make a difference for struggling readers."[6] Byrne was subsequently selected in 2012 as lead researcher for a follow-on study of 2,000 twins listed in the National Literacy and Numeracy Assessment.[1][7]
Selected publications
- Byrne, Brian (1981). Living in Australia: A Social Education Programme. Teacher's Handbook. Melbourne: Longman Cheshire. p. 50. ISBN 9780582666856. OCLC 27499133. Retrieved 4 February 2013.
{{cite book}}: Cite has empty unknown parameter:|coauthors=(help) - Byrne, Brian and Marie Carroll (May 1989). "Learning Artificial Orthographies: Further Evidence of a Nonanalytic Acquisition Procedure". Memory & Cognition. 17 (3). Springer-Verlag: 311–317. doi:10.3758/BF03198469. ISSN 0090-502X. Retrieved 4 February 2013.
- Byrne, Brian (1992). Little Speech Scientists: Phonemic Awareness in Early Literacy Development. English Literacy Round Table Papers. North Sydney, New South Wales: Board of Studies. p. 16. ISBN 9780730599296. OCLC 221213877. Retrieved 4 February 2013.
{{cite book}}: Cite has empty unknown parameter:|coauthors=(help); External link in|series= - Byrne, Brian; Fielding-Barnsley, Ruth; Ashley, Luise (December 1996). "What Does the Child Bring to the Task of Learning to Read? A Summary of the New England Acquisition Projects". Australian Journal of Psychology. 48 (3): 119–123. doi:10.1080/00049539608259517. ISSN 0004-9530.
{{cite journal}}: CS1 maint: multiple names: authors list (link) - Byrne, Brian (1998). The Foundation of Literacy: The Child's Acquisition of the Alphabetic Principle. Hove, East Sussex: Psychology Press. p. 162. ISBN 9780863778186. OCLC 39364833. Retrieved 22 January 2013.
{{cite book}}: Cite has empty unknown parameter:|coauthors=(help) - Byrne, B., Coventry, W. L., Olson, R. K., Hulslander, J., Wadsworth, S., DeFries, J. C., Corley, R., Willcutt, E. G. and Samuelsson, S. (February 2008). "A Behaviour-Genetic Analysis of Orthographic Learning, Spelling and Decoding". Journal of Research in Reading. 31 (1). Wiley-Blackwell for United Kingdom Literacy Association: 8–21. doi:10.1111/j.1467-9817.2007.00358.x. ISSN 0141-0423. Retrieved 14 January 2013.
{{cite journal}}: CS1 maint: multiple names: authors list (link)
References
- ^ a b Danks, Katherine (7 April 2012). "Why Twins are the Same...but Different". The Daily Telegraph. p. 36.
- ^ University of New England (UNE) (31 August 2011). "Staff: Professor Brian Byrne". University of New England. Retrieved 31 December 2012.
- ^ University of New England (UNE) (9 April 2010). "UNE News and Events: Chancellor welcomes new Vice-Chancellor to UNE Graduation". University of New England. Retrieved 14 January 2013.
- ^ Jordan, Matthew (2004). A Spirit of True Learning: The Jubilee History of the University of New England. Sydney: University of New South Wales Press. p. 128. ISBN 9780868406633. OCLC 224191137. Retrieved 21 October 2012.
- ^ "Seeing Doubles for a Good Read". The Australian. 10 October 2001. p. 29.
- ^ "Genes Only Part of Key to Reading". The Australian. 16 January 2008. p. 21.
- ^ University of New England (UNE) (9 March 2012). "UNE News and Events: Twins' test scores to reveal factors influencing literacy, numeracy". University of New England. Retrieved 14 January 2013.
External links
- National Library of Australia. "Byrne, Brian" (Materials listing). National Library of Australia. Retrieved 31 December 2012.