Staff profile

Dr Tanya Anne Serry

Lecturer

Faculty of Health Sciences

School of Allied Health
Department of Human Communication Sciences

HS1-328, Melbourne (Bundoora)

 

Qualifications

B App Sc (Sp Path), M A (Applied Linguistics), PhD

Membership of professional Associations

Speech Pathology Australia, Learning Difficulties Australia, Language-Learning Disorders Special Interest Group (Victoria), British Dyslexia Association, The Developmental Disorders of Language and Literacy (DDOLL) network, Australia and New Zealand Association for Health Professional Educators, International Dyslexia Association, Association for Direct Instruction

Area of study

Speech Pathology

Brief Profile

I completed my PhD in 2010. My thesis was titled:  

Supplementary reading support for young low-progress readers at school: integrating perspectives about experiences and practices from service providers and parents in an Australian context.    

As a staff member in the Department of Human Communication Sciences at La Trobe University, I have a number of roles. These are:  

Lecturer :  Teaching into the Master of Speech Pathology component of the program in the following areas:

▪          Speech and language development

▪          Speech and language intervention

▪          Pre-literacy and literacy assessment from the speech pathologist’s perspective

▪          Principles of assessment

▪          Qualitative methodology

▪          Evidence based practice for paediatric intervention in speech pathology  

Team member: Curriculum development and coordination

▪          Coordinating the introduction of a new subject (HCS4ACS)

▪          Contributing to the design and implementation of a new curriculum (commenced 2009)

▪          Writing cases for a problem-based learning (PBL) curriculum  

Research supervision

▪          Honours, Post-Graduate Diploma in Health Research Methodology and Masters students  

Research: Current projects:

▪          Access and capacity to support young children at school with reading difficulty: Views from speech pathologists  

▪          Factors influencing children’s readiness to enter school: views from preparatory teachers  

▪          Evaluating outcomes of students engaged in the UQPAL program

▪         Evaluating outcomes in phonological awareness knowledge for teachers attending a Cued Articulation course

Team leader: Child Speech and Language team  

Subject coordinator

▪          HCS5TIA and HCS5TIB (2010)

▪          HCS4ACS (2011 and ongoing)  

Problem-Based learning case writer and facilitator

▪          Engaged in PBL for 10 years

▪          Training staff to become PBL facilitators

Research interests

Consumer participation

- Engaging parents and carers in research exploring reading difficulty

Speech Pathology

- Children's readiness for school entry

- Language and its relationship with learning to read

- Qualitative methodology

Teaching Units

Teaching into the Bachelor of Health Sciences / Master of Speech Pathology program

HCS4ACS Assessment of Communication and Swallowing (Subject coordinator)

HCS5AIA Assessment and Intervention (A)

HCS5EPS Evidence Based Practice in Speech Pathology

HCS5TIM Treatment, Intervention and Management

HCS5ASP Advanced Seminars in Speech Pathology

HCS5CEL Clinical Evaluation of the Literature Teaching into the Master of Speech Pathology

 

Teaching into the Master of Speech Pathology program

HCS5TIA Treatment and Intervention A

HCS5TIB Treatment and Intervention B

HCS5CEL Clinical Evaluation of the Literature

Recent Publications

BOOK CHAPTERS

 ▪         Serry, T., & Liamputtong, P. (2010). Computer-assisted qualitative data analysis (CAQDAS). In P. Liamputtong (Ed.), Research methods in health: A practical guide for the health professions. Melbourne: Oxford University Press.  

▪         Serry, T., & Liamputtong, P. (2010). Doing in-depth interview in health research. In P. Liamputtong (Ed.), Research methods in health: Foundations for evidence-based practice. Melbourne: Oxford University Press.  

▪        Liamputtong, P., & Serry, T. (2010). Making sense of qualitative data. In P. Liamputtong (Ed.), Research methods in health: Foundations for evidence-based practice. Melbourne: Oxford University Press.  

▪           Joffe, B. and Serry, T. Ch. 11. The evidence base for the treatment of articulation and phonological disorders in children. In: Reilly, S., Douglas, J. & Oates, J. (2004) Evidence Based Practice in Speech Pathology. London: Whurr. 

REFEREED JOURNALS 

▪        Serry, T.,  (in press)  Capacity to support young low-progress readers at school: The experiences of speech-language pathologists. International Journal of Speech-Language Pathology.

▪         Maine, S., & Serry, T.,  (2012)  Treatment of articulation disorders in children with cleft palate: Evidence for using electropalatography.  Journal of Clinical Practice in Speech Language Pathology,  14 (3),  139-143

▪         Serry, T., (2011). Editorial: Speech Pathology Australia National Conference—May 2010.  International Journal of Speech-Language Pathology, 13(3), 187-188.  

▪         Serry, T., Rose, M., & Liamputtong, P. (2008). Oral Language Predictors for the At-Risk Reader: A Review. International Journal of Speech-Language Pathology, 10(6), 392–403.  

▪         Serry, T. and Joffe, B. (2004). Differential Diagnosis: How practical is it for paediatric speech pathologists? Acquiring knowledge in speech language and hearing 6 (1) pp. 3 – 4  

▪         Serry, T., & Blamey, P. (1999). A 4-year investigation into phonetic inventory development in young cochlear implant users. Journal of Speech, Language, and Hearing Research, 42 (1), 141-154.

▪         Serry, T., Blamey, P., & Grogan, M. (1997) Phoneme Acquisition in the first four years of implant use. American Journal of Otology, 18 (Suppl.) 122- 124.  

▪         Parsons, C.L., Russell, J.W., Malesa, K. A., Korn, T.A., Morris, L., Skafte, B., & Harrison, J. (1986) Language Impaired Children's Responses to Ambiguous and Unambiguous Instructions. Australian Journal of Human Communication Disorders, 14(2), 65 -73 (Maiden name: KORN)

 REFEREED CONFERENCE PROCEEDINGS AND PROFESSIONAL PUBLICATIONS

▪        Blamey, P., Sarant, J., Serry, T., Wales, R., James, C., Barry, J., et al. (1998). Speech perception and spoken language in children with impaired hearing. In ICSLP '98 proceedings. 5th International Conference on Spoken Language Processing, Sydney.  

▪        Blamey, P., Sarant, J., Serry, T., Wales, R., James, C., Barry, J., Clark, G., Wright, M., Tooher, R., Psarros, C., Godwin, G., Rennie, M., & Meskin, T. (1998) Speech perception and spoken language in children with impaired hearing. Proceedings of the Fifth International Conference on Spoken Language Processing, Sydney, Volume 6, 2615-2618.   non-

 NON - REFEREED PUBLICATIONS

▪         Serry, T., Blamey, P., Spain, P., & James, C. (1997). CASALA: computer aided speech and language analysis. Australian Communication Quarterly, Spring 1997, 27 – 28.  

▪         Serry, T. (2001) "A Consumer Speaks". ACQ, 3(1) p.38.  

▪         Serry, T. (2000) "A Consumer Speaks": ACQ, 2(2) p.75.  

▪         Serry, T. (1999) "Outside the Square". ACQ, 1(2) p.26.

 

Research projects

CURRENT RESEARCH PROJECTS  

▪          Capacity to support young children at school with reading difficulty: Views from speech pathologists

▪          Factors influencing children’s readiness to enter school: views from preparatory teachers

▪          Factors influencing children’s readiness to enter school: views from preschool teacher

 ▪         Phonological awareness outcomes for teachers attending a Cued Articulation course

GRANTS RECEIVED  

▪         Serry, T. (2010) Faculty of Health Sciences Publications grant. La Trobe University ($3000.00)  

▪         Serry, T. (2009). Nadia Verrall Memorial research award. Speech Pathology Australia ($5000.00).  

▪         Serry, T. (2006-2009) Post-Graduate Research Scholarship. La Trobe University

▪         Ozanne, A., Joffe, B., Imms, C., Serry, T., Merrigan, C., Heine, C., Eadie, P. & Froude, E. (2005). Faculty of Health Sciences Research grant. ($10000.00) 

CONFERENCE PRESENTATIONS

RECENT CONFERENCE PRESENTATIONS  

▪         Learning from Problems. McLaughlin, E., Serry, T., & Slattery, J. (December 2012)  The 5th Annual Curriculum, Teaching and Learning Colloquim, La Trobe University, Melbourne.

▪         Preparatory teachers' perspectives regarding factors pertinent to school readiness" Froude, E, Merrigan, C., Joffe, B., Serry, T., Imms, C., Heine, C., & Froude, E. (May 2010) Occupational Therapy Australia National Conference.  

▪         Access and capacity to support young children at school with reading difficulty: Views from speech pathologists.  (June 2011) Serry, T., Speech Pathology Australia National Conference, Darwin,

▪         Preparatory teachers' perspectives regarding factors pertinent to school readiness" Merrigan, C., Joffe, B., Serry, T., Imms, C., Heine, C., & Froude, E. ( May 2010) Speech Pathology Australia National Conference, Melbourne.  

▪         Oral language predictors of the at-risk reader: A review. Serry, T., (May 2009) Speech Pathology Australia National Conference, Adelaide.

▪         Perspectives about the role of oral language as a function of learning to read: Views from primary school educators. Serry, T., (May 2009) Speech Pathology Australia National Conference, Adelaide.

▪         Using phonological awareness training programs in the classroom: What does the literature tell us? Parker, J and Serry, T. (May 2005) Speech Pathology Australia National Conference, Canberra.