On behalf of the Australian Journal of Learning Difficulties, its Editorial Board, Referees and Authors, and of the membership and Council of Learning Difficulties Australia, the Association of which this Journal belongs, we would like to thank the outgoing Editor, Emeritus Professor Kevin Wheldall, for graciously editing the Journal since 2006. Kevin has not only invested an enormous amount of time, effort and expertise into the Journal, but has cultivated a culture of dialogue, debate, and rigour around evidence in the field of learning difficulties. For this he deserves the utmost recognition. It is an honour and a privilege to be appointed as the incoming Co-Editors of the Australian Journal of Learning Difficulties, a journal with a long and respected history in the field. We are committed to building on solid foundations: to continue the publication of high quality research, while at the same time explore new ways to increase the readership and impact of the Journal even further. Let us therefore take the opportunity to warmly encourage you to bring to the Australian Journal of Learning Difficulties the latest and best theoretical and empirical research in learning difficulties. In this first issue under our Co-Editorship, three articles and one discussion paper are published. Tanya Serry, Pranee Liamputtong, Miranda Rose, and Lesley Bretherton examine the impact of parents’ experiences of their children’s supplementary reading interventions, most notably Reading Recovery. The difficulties experienced by these parents are brought to light, accompanied by the need for systematic and integrated approaches to the management of reading difficulties. Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, and Kevin Wheldall provide empirical evidence for the efficacy of a whole class literacy preparation program. This article explores whether PreLit, originally designed for preschool children in the year before formal schooling, is an effective program for improving emergent literacy skills early in the school experience for students commencing school with low levels of oral language and phonological awareness. Gary Woolley provides a balanced instructional framework for reading comprehension strategies for high functioning children with Autism Spectrum Disorder (ASD). In this article he explores levels of cognition and learning, and concludes that high functioning children with ASD would benefit from effective teaching of reading comprehension at surface and deeper levels of cognition. Finally, James Chapman and William Tunmer’s discussion paper outlines their response to Schwartz’s criticisms of their original paper on the literacy performance of students following participation in Reading Recovery. The paper addresses the points raised by Schwartz and argues the need for research-based approaches to intervention. To conclude, let us invite you to share the results of your research with the Australian Journal of Learning Difficulties, and help make the Journal even more successful into the future.

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社论

我们代表澳大利亚学习困难杂志、其编辑委员会、审稿人和作者，以及本杂志所属协会的澳大利亚学习困难杂志的成员和委员会，感谢即将卸任的编辑、名誉教授凯文·沃尔德尔，感谢自 2006 年以来对期刊的慷慨编辑。凯文不仅在期刊上投入了大量时间、精力和专业知识，而且在学习困难领域培养了一种对话、辩论和严谨的文化。为此，他应该得到最大的认可。被任命为澳大利亚学习困难杂志的新任联合编辑是一种荣幸和荣幸，该杂志在该领域拥有悠久而受人尊敬的历史。我们致力于建立在坚实的基础上：继续发表高质量的研究成果，同时探索新​​的方法来进一步增加期刊的读者群和影响力。因此，让我们借此机会热烈鼓励您将有关学习困难的最新最好的理论和实证研究带到澳大利亚学习困难杂志。在我们共同编辑的第一期中，发表了三篇文章和一篇讨论论文。Tanya Serry、Pranee Liamputtong、Miranda Rose 和 Lesley Bretherton 研究了父母对孩子补充阅读干预的体验的影响，最显着的是阅读恢复。这些父母所经历的困难被揭露出来，同时需要系统和综合的方法来管理阅读困难。罗宾·沃尔德尔 Katharine Glenn、Sarah Arakelian、Alison Madelaine、Meree Reynolds 和 Kevin Wheldall 为全班识字准备计划的有效性提供了经验证据。本文探讨了 PreLit 最初是为学龄前儿童设计的，在正式上学前的一年中，它是否是一种有效的计划，可以在入学早期提高口语和语音意识水平较低的学生的初识读写技能。Gary Woolley 为患有自闭症谱系障碍 (ASD) 的高功能儿童的阅读理解策略提供了平衡的教学框架。在这篇文章中，他探讨了认知和学习的水平，并得出结论，患有 ASD 的高功能儿童将从表面和更深层次认知的有效阅读理解教学中受益。最后，James Chapman 和 William Tunmer 的讨论文件概述了他们对 Schwartz 对他们关于参与阅读恢复后学生读写能力的原始论文的批评的回应。该论文解决了 Schwartz 提出的观点，并认为需要以研究为基础的干预方法。最后，让我们邀请您与澳大利亚学习困难杂志分享您的研究结果，并帮助该杂志在未来取得更大的成功。James Chapman 和 William Tunmer 的讨论文件概述了他们对 Schwartz 对他们关于参与阅读恢复后学生读写能力的原始论文的批评的回应。该论文解决了 Schwartz 提出的观点，并认为需要以研究为基础的干预方法。最后，让我们邀请您与澳大利亚学习困难杂志分享您的研究结果，并帮助该杂志在未来取得更大的成功。James Chapman 和 William Tunmer 的讨论文件概述了他们对 Schwartz 对他们关于参与阅读恢复后学生读写能力的原始论文的批评的回应。该论文解决了 Schwartz 提出的观点，并认为需要以研究为基础的干预方法。最后，让我们邀请您与澳大利亚学习困难杂志分享您的研究结果，并帮助该杂志在未来取得更大的成功。