The SOLAR Lab was established in the School of Education at La Trobe University in 2020 to promote the scientific study of the role of oral language skills in the emergence and consolidation of reading skills across the school years (pre-school to secondary). We use the term “reading” to specifically identify core skills in text decoding and language comprehension that also promote success in writing and spelling.
The Lab is premised on strong theoretical foundations in reading development, instruction, and support, most notably the Simple View of Reading (Hoover & Gough, 1990) and more recently, the Cognitive Foundations of Learning to Read model (Tunmer & Hoover, 2019). SOLAR Lab research also aligns closely with Multi-Tiered Systems of Support (MTSS; Hall, 2018), of which Response to Intervention is central component.
Research carried out in the SOLAR Lab emphasises interdisciplinary collaboration between researchers, teachers and allied health professionals such as speech-language pathologists and psychologists, with a view to promoting efficient translation of new knowledge into classroom practice and encouraging the cessation of practices for which the empirical evidence-base is weak or non-existent.
Hall, S.L. (2018). 10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools. Alexandria, VA: ASCD.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.
Tunmer, W. E., & Hoover, W. A. (2019). The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24(1), 75-93.