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Psychology

D-Index
45
Citations
8185
World Ranking
6703
National Ranking
394

Overview

Brian Byrne is affiliated with the University of New England in Australia and has made contributions primarily in the fields of Psychology and Social Sciences, with a focus on Education and Developmental and Educational Psychology. Their research intersects closely with subfields such as Experimental and Cognitive Psychology, Cognitive Neuroscience, and Genetics.

Their scholarly work mainly explores topics related to Reading and Literacy Development, Parental Involvement in Education, Cognitive Abilities and Testing, Early Childhood Education and Development, Writing and Handwriting Education, Hearing Impairment and Communication, and Education Systems and Policy.

Brian Byrne has published papers in several academic journals, including:

  • The Role of Phonological Awareness in Reading Acquisition (2024) in Journal of Higher Education and Learning
  • Comment on Asbury and Wai (2019), "Viewing Education Policy through a Genetic Lens," (2020) in Journal of School Choice

While some of Byrne's frequent co-authors have been other researchers such as Richard K. Olson, Sally A. Larsen, Callie W. Little, William L. Coventry, and Rebecca Treiman, they have also collaborated with these scholars on multiple projects.

Common publication venues associated with Brian Byrne include:

  • Scientific Studies of Reading
  • Twin Research and Human Genetics
  • Journal of School Choice
  • Mind Brain and Education
  • Journal of Higher Education and Learning

Some of the recent papers related to or co-authored near Byrne's research themes are:

  • The Academic Development Study of Australian Twins (ADSAT): Research Aims and Design (2020) in Twin Research and Human Genetics
  • Predicting Later Spelling from Kindergarten Spelling in U.S., Australian, and Swedish Children (2023) in Scientific Studies of Reading
  • Teaching the Teachers the Genetics of Learning: An Application of the Mixed Blessings Model (2022) in Mind Brain and Education

The research contributions of Brian Byrne reflect a sustained engagement with educational psychology issues, particularly concerning how children acquire literacy skills and the genetic and social influences on learning and education policy.

Best Publications

  • Evaluation of a Program to Teach Phonemic Awareness to Young Children.

    Brian Byrne;Ruth Fielding-Barnsley

  • Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle.

    Brian Byrne;Ruth Fielding-Barnsley

  • Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up.

    Brian Byrne;Ruth Fielding-Barnsley

  • Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial.

    Brian Byrne;Ruth Fielding-Barnsley

  • Individual prediction of dyslexia by single versus multiple deficit models.

    Bruce F. Pennington;Laura Santerre-Lemmon;Jennifer Rosenberg;Beatriz MacDonald

  • Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response.

    Brian Byrne;Ruth Fielding-Barnsley;Luise Ashley

  • Acquiring the alphabetic principle : a case for teaching recognition of phoneme identity

    Brian Byrne;Ruth Fielding-Barnsley

  • Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.

    Barbara Hindson;Brian Byrne;Ruth Fielding-Barnsley;Cara Newman

  • Genetic and Environmental Influences on Aspects of Literacy and Language in Early Childhood: Continuity and Change from Preschool to Grade 2

    Brian Byrne;William L. Coventry;Richard K. Olson;Stefan Samuelsson;Stefan Samuelsson

  • Semantic and phonetic memory codes in beginning readers

    Brian Byrne;Peter Shea

  • Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States.

    Stefan Samuelsson;Brian Byrne;Peter Quain;Sally J. Wadsworth

  • Longitudinal twin study of early literacy development: Preschool through Grade 1

    Brian Byrne;Brian Byrne;Stefan Samuelsson;Stefan Samuelsson;Sally Wadsworth;Jacqueline Hulslander

  • Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible?

    Brian Byrne

  • Longitudinal Twin Study of Early Reading Development in Three Countries: Preliminary Results

    Brian Byrne;Cara Delaland;Ruth Fielding-Barnsley;Peter Quain

  • Autobiographical memory and perceptual learning: A developmental study using picture recognition, naming latency, and perceptual identification

    Marie Carroll;Brian Byrne;Kim Kirsner

  • Genetic and environmental influences on early literacy

    Brian Byrne;Richard K. Olson;Stefan Samuelsson;Sally Wadsworth

  • Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases.

    Brian Byrne;Sally Wadsworth;Robin Corley;Stefan Samuelsson

  • Response to early literacy instruction in the United States, Australia, and Scandinavia: A behavioral-genetic analysis.

    Stefan Samuelsson;Brian Byrne;Richard K. Olson;Jacqueline Hulslander

  • Longitudinal Data on the Relations of Word-Reading Strategies to Comprehension, Reading Time, and Phonemic Awareness

    Unknown

  • The effect of positive writing on emotional intelligence and life satisfaction

    Joanna Wing;Nicola Schutte;Brian John Byrne

  • Genetic and Environmental Influences on Vocabulary and Reading Development

    Richard K. Olson;Janice M. Keenan;Brian Byrne;Stefan Samuelsson

Frequent Co-Authors

Richard K. Olson
Richard K. Olson University of Colorado Boulder
Stefan Samuelsson
Stefan Samuelsson Linköping University
Sally J. Wadsworth
Sally J. Wadsworth University of Colorado Boulder
Robin P. Corley
Robin P. Corley University of Colorado Boulder
Erik G. Willcutt
Erik G. Willcutt University of Colorado Boulder
John C. DeFries
John C. DeFries University of Colorado Boulder
Bruce F. Pennington
Bruce F. Pennington University of Denver
Janice M. Keenan
Janice M. Keenan University of Denver
Einar B. Thorsteinsson
Einar B. Thorsteinsson University of New England
Sarah E. Medland
Sarah E. Medland QIMR Berghofer Medical Research Institute

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