-
Investigating the efficacy of using error analysis data to inform explicit teaching of spelling Australian Journal of Learning Difficulties Pub Date : 2021-03-04 Tessa Daffern, Robert Fleet
ABSTRACT Empirical evidence supports the view that explicit teaching can make a positive difference to learning; however, further research is needed to understand the impact on learning to spell if spelling error analysis is used to inform explicit spelling instruction. This paper presents findings of an intervention study involving 572 students in Years 3 to 6 from 31 classes across four Australian
-
Supporting struggling adolescent readers through the Response to Intervention (RTI) framework Australian Journal of Learning Difficulties Pub Date : 2021-01-06 Melinda de Haan
ABSTRACT The purpose of this article is to describe what needs to happen in Australian schools to provide effective literacy support for adolescent students with reading difficulties. The central thesis of this paper is that the Response to Intervention (RtI) model provides a useful framework for organizing multi-tiered evidence-based reading interventions for struggling adolescent readers. Necessary
-
The Fast Feedback method: a quasi-experimental study of the use of formative assessment for primary students’ writing Australian Journal of Learning Difficulties Pub Date : 2020-12-30 Helen Walls, Michael Johnston
ABSTRACT “Fast Feedback” is a feedback system for primarystudent writing. Developed in line with a Writer(s)-Within-Community model, and empirical research in the fields of writing instruction, feedback and self-regulation, this system uses individualized goals and focused feedback in the expectation that it will accelerate studentprogress. In 2015 nine teachers were asked to trial Fast Feedback, in
-
Research and theory into practice: Australian preservice teachers’ knowledge of evidence-based early literacy instruction Australian Journal of Learning Difficulties Pub Date : 2020-10-12 Linda Meeks, Alison Madelaine, Coral Kemp
ABSTRACT Much has been written about the decline in Australian literacy standards, as measured by international tests, and concerns have been expressed about the quality of teacher preparation for teaching early literacy to young children in their first years of school. Preservice teacher knowledge of research evidence supporting the essential components of early literacy instruction and the strategies
-
Re-mapping the territory: an analysis of literacy intervention provision for primary students in five Australian states Australian Journal of Learning Difficulties Pub Date : 2020-08-03 Joanne Quick
ABSTRACT Literacy interventions are a common educational response for supporting students with literacy difficulties. Australian schools historically offered such programs,, though recent studies were not found in the research literature. This paper reports on school-level and literacy intervention data for a randomly selected sample of 366 schools, from across Australia’s five more populous states
-
New teachers talk about their preparation to teach early literacy Australian Journal of Learning Difficulties Pub Date : 2020-07-16 Linda Meeks, Alison Madelaine, Jennifer Stephenson
ABSTRACT Individual telephone interviews with 11 Australian beginning teachers who were newly appointed, or seeking a teaching position, were used to explore their perceptions of their preparation to teach early reading. Interviewees provided self-ratings of preparedness and ability to teach early reading, information about their knowledge of early reading instruction and information regarding their
-
Re-mapping the territory: an overview of learning and literacy intervention provision in Australian primary education Australian Journal of Learning Difficulties Pub Date : 2020-06-12 Joanne Quick
ABSTRACT This paper provides data on patterns of schools’ learning intervention provision in 2017, and discusses the utility of online sources to gather this information. Demographic, achievement, and intervention data were collected for a sample of 366 schools offering primary education across Australia’s five more populous states. Intervention offerings were analysed in relation to schools’ demographic
-
Combining explicit instruction and positive psychology to see adolescents with learning difficulties flourish Australian Journal of Learning Difficulties Pub Date : 2020-06-12 Matthew Oliver White
ABSTRACT Academically engaging adolescents with learning difficulties continues to be a challenge for teachers and education authorities around the world. This paper reports on one part of a broader study to address the impasse present between research and practice in meeting the needs of adolescents with learning difficulties. Drawing on the mounting research attesting to the effectiveness of Explicit
-
Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention Australian Journal of Learning Difficulties Pub Date : 2020-01-02 Sally Robinson-Kooi, Lorraine S Hammond
ABSTRACT Daily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and an English Learner (LL). Results showed that
-
Educators’ perceptions of the impact of reading difficulties for young people Australian Journal of Learning Difficulties Pub Date : 2020-01-02 Mary Claessen, Peta Dzidic, Mark Boyes, Nicholas Badcock, Mandy Nayton, Suze Leitao
ABSTRACT There is a growing body of work describing the psychosocial impact of reading difficulties. Educators play a key role in teaching children to read; therefore, it is important to consider how they view the impact of reading difficulties on young people. Given this, the aim of this research was to explore the lived experiences of educators who work with young people with reading difficulties
-
Australian preservice teachers and early reading instruction Australian Journal of Learning Difficulties Pub Date : 2020-01-02 Linda Meeks, Jennifer Stephenson
ABSTRACT University websites and internet search engines were used to locate information about literacy units addressing early reading instruction offered in Australian primary and early childhood teacher preparation programs. Data concerning course organizational details, the content of literacy units, and the qualifications and research interests of unit coordinators were collected for 40 Australian
-
Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice Australian Journal of Learning Difficulties Pub Date : 2020-01-02 Rita Signor, Mary Claessen, Suze Leitão
ABSTRACT Reading success has a significant impact on social, academic and vocational engagement. While there have been many advances in Brazilian educational policy, and a reduction in rates of absolute illiteracy, low levels of literacy continue to be a significant area of concern. We aimed to scope the literature to identify the types of intervention researched in Brazil for people with developmental
-
Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants Australian Journal of Learning Difficulties Pub Date : 2020-01-02 Charlotte W. Greenway, Alison Rees Edwards
ABSTRACT Attention-deficit hyperactivity disorder (ADHD) rates in classrooms have increased considerably in recent years. Previous literature has acknowledged the significance of teachers’ knowledge and attitudes towards ADHD when making referral and intervention decisions. Using Mulholland, Cumming and Jung’s (2015) knowledge (SASK) and attitude (SASA) scales, ADHD training and perceived support were
-
Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds Australian Journal of Learning Difficulties Pub Date : 2019-07-03 Maria Lathouras, Marleen F. Westerveld, David Trembath
ABSTRACT This study aimed to investigate if a universal 24-week oral language and emergent literacy programme delivered to students in the first year of schooling positively impacts reading performance 2years post intervention. Eighty-nine participants were second grade students from three primary schools in low socio-economic status areas. Using a controlled trial, the original study findings revealed
-
Design and development of a Malay word recognition intervention program for children with dyslexia Australian Journal of Learning Difficulties Pub Date : 2019-07-03 Lay Wah Lee
ABSTRACT This paper synthesizes research on dyslexia remediation, word recognition development and the Malay language writing system to design and develop a Malay language word recognition intervention program (MyBaca) for children with dyslexia. Malay is alphabetic, is highly transparent, with salient syllabic units. The program is designed based on theories of the Simple View of Reading and Ehri’s
-
Preventing a summer slide in reading – the effects of a summer school Australian Journal of Learning Difficulties Pub Date : 2019-07-03 Tom Nicholson, Shanthi Tiru
ABSTRACT Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New Zealand school. The program involved one-to-one tutoring
-
Performance of Australian children on the English Phonics Screening Check following systematic synthetic phonics instruction in the first two years of schooling Australian Journal of Learning Difficulties Pub Date : 2019-06-28 Kevin Wheldall, Nicola Bell, Robyn Wheldall, Alison Madelaine, Meree Reynolds
ABSTRACT Recently, there has been debate surrounding the potential implementation of the Phonics Screening Check (PSC) in Australian primary schools. The present study sought to investigate the child- and task-related factors influencing the PSC performances of Year 1 Australian students, who had received almost two years of systematic synthetic phonics (SSP) instruction. Non-parametric between- and
-
Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting Australian Journal of Learning Difficulties Pub Date : 2019-01-02 Laura Glisson, Suze Leitão, Mary Claessen
ABSTRACT This study designed and evaluated the efficacy of a manualised programme for children in mainstream school with delays in narrative discourse. Efficacy was evaluated using a Phase 1 non-randomised single-subject across multiple-baselines design. The programme was delivered by a speech pathologist with 11 mainstream children aged 5;0–5;11 years, in small groups, three times a week for 6 weeks
-
Evaluation of a tangible mobile application for students with specific learning disabilities Australian Journal of Learning Difficulties Pub Date : 2019-01-02 Elif Polat, K. Cagiltay, C. Aykut, N. Karasu
ABSTRACT Students with specific learning disabilities (SLD) typically do not perform at the expected levels of academic achievement. Tangible mobile applications are learning devices that allow for physical engagement and multisensory interaction. They present as promising tools to facilitate learning for students with SLD. This study explored the use of a tangible mobile application for assisting
-
Children’s reading difficulties, language, and reflections on the simple view of reading Australian Journal of Learning Difficulties Pub Date : 2019-01-02 Kate Nation
ABSTRACT Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide the classification of reading disorders
-
The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties Australian Journal of Learning Difficulties Pub Date : 2019-01-02 William E. Tunmer, Wesley A. Hoover
ABSTRACT This article presents an overview of a conceptual framework designed to help reading professionals better understand what their students are facing as they learn to read in alphabetic writing systems. The US National Reading Panel (NRP) recommended five instructional components for improving reading outcomes but presented these instructional components as a list without explicitly addressing
-
Becoming numerate: enduring theories, recent research, and current issues Australian Journal of Learning Difficulties Pub Date : 2019-01-02 Peter Westwood
ABSTRACT The author provides an overview of several theories of numeracy acquisition that, despite criticisms, have withstood the passage of time and continue to influence policy and practices in schools. These are followed by a brief review of some recent research in the domain of numeracy learning and teaching. The article ends with some of the current issues that are (or should be) receiving attention
-
Do nonword reading tests for children measure what we want them to? An analysis of year 2 error responses Australian Journal of Learning Difficulties Pub Date : 2018-07-03 Anne Castles, Vince Polito, Stephen Pritchard, Thushara Anandakumar, Max Coltheart
ABSTRACT Nonword reading measures are widely used to index children’s phonics knowledge, and are included in the Phonics Screening Check currently implemented in England and under consideration in Australia. However, critics have argued that the use of nonword measures disadvantages good readers, as they will be influenced by their strong lexical knowledge and err by making word errors (e.g. reading
-
Editorial Australian Journal of Learning Difficulties Pub Date : 2018-07-03 Tanya Serry
As the incoming editor of the Australian Journal of Learning Difficulties, I humbly thank Dr Wendy Moore for her leadership over recent years and for her tireless patience handing the baton over to me. I also gratefully acknowledge members of the Board of Learning Difficulties Australia for their faith in appointing me as editor of this journal which I believe has great capacity to reach a multidisciplinary
-
Learning to spell: enduring theories, recent research and current issues Australian Journal of Learning Difficulties Pub Date : 2018-07-03 Peter Westwood
ABSTRACT This review highlights some areas of current interest in teaching students to spell and how spelling skills develop. The topics covered in the paper include: theories of spelling acquisition, theories guiding effective teaching, the importance of word study approaches across the age range, the influence of technology on learning to spell, spelling for students with English as a second language
-
Developmental dyslexia: emotional impact and consequences Australian Journal of Learning Difficulties Pub Date : 2018-06-21 Emily M. Livingston, Linda S. Siegel, Urs Ribary
ABSTRACT Learning disabilities are associated with mental health, behavioural and social difficulties. Developmental dyslexia is a particularly salient example of a learning disability that is associated with social and emotional consequences that are not considered primary features of the disorder. These issues can remain and, in some cases, escalate in adulthood. Practitioners should be made aware
-
Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers Australian Journal of Learning Difficulties Pub Date : 2018-01-02 James W. Chapman, Keith T. Greaney, Alison W. Arrow, William E. Tunmer
Abstract New Zealand’s approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from 666 primary school teachers were analysed. We
-
EDITORIAL Australian Journal of Learning Difficulties Pub Date : 2018-01-02 Wendy Moore
Learning difficulties constitute the lived experiences of children and adults with unique dispositions and cognitive profiles who find themselves in learning environments that offer both opportunities and challenges. Young people and adults with learning difficulties go to schools, attend clinics and pursue further education. In this issue of the Australian Journal of Learning Difficulties, these different
-
A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective Australian Journal of Learning Difficulties Pub Date : 2018-01-02 Celia Brenchley, Shane Costello
Abstract Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between
-
Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study Australian Journal of Learning Difficulties Pub Date : 2017-11-17 Lisa Lim, Joanne Arciuli, Natalie Munro
Abstract This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across
-
Australian adolescent boys with attention deficit/hyperactivity disorder (AD/HD): teacher and teaching factors that assess the efficacy of reducing unwanted behaviours within the classroom environment Australian Journal of Learning Difficulties Pub Date : 2017-11-06 Kathryn Gibbs
Abstract Students with AD/HD experience difficulty concentrating in the classroom due to unwanted behaviours. This article focuses on what six Australian adolescent boys have to say about teacher and teaching factors that enabled them to regain focus (if distracted) and concentrate on classroom learning. A multiple, instrumental case-study was used to collect data from the boys using semi-structured
-
To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies? Australian Journal of Learning Difficulties Pub Date : 2017-07-03 Susan Dymock, Tom Nicholson
Abstract The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three lessons a week, 20-min per lesson, over ten weeks
-
Does linguistic comprehension support the decoding skills of struggling readers? Australian Journal of Learning Difficulties Pub Date : 2017-07-03 Michele Blick, Tom Nicholson, James Chapman, Jeanette Berman
Abstract This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic
-
Editorial: New directions in research on reading and writing difficulties Australian Journal of Learning Difficulties Pub Date : 2017-07-03 Tom Nicholson
It has long been a puzzle that some children seem to learn to read and write no matter what the instructional method, whether it is implicit learning such as the book experience approach in whole language or whether it is explicit learning through the phonological approach. At the same time, it is well known that many children fail to read and write. Tunmer and Nicholson (2011) reviewed research on
-
Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders Australian Journal of Learning Difficulties Pub Date : 2017-07-03 Geri Maria Harris, Steven G. Little, Angeleque Akin-Little
Abstract A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective
-
Links between early oral narrative and decoding skills and later reading in a New Zealand sample Australian Journal of Learning Difficulties Pub Date : 2017-07-03 Elizabeth Schaughency, Sebastian Suggate, Elaine Reese
Abstract We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their
-
Does learning the alphabet in kindergarten give children a head start in the first year of school? A comparison of children’s reading progress in two first grade classes in state and Montessori schools in Switzerland Australian Journal of Learning Difficulties Pub Date : 2017-07-03 Judy Elben, Tom Nicholson
Abstract The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge
-
Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile Australian Journal of Learning Difficulties Pub Date : 2017-07-03 John Munro
Abstract Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902
-
Managing reading and related literacy difficulties: University students’ perspectives Australian Journal of Learning Difficulties Pub Date : 2017-06-22 Tanya Serry, Jennifer Oates, Priscilla Ennals, Annie Venville, Anne Williams, Ellie Fossey, Gillian Steel
Abstract This study explored the experiences of university students who identified as always having had reading difficulties. Thirty-three participants, all from one Australian university, were surveyed and 10 were also interviewed. Findings revealed that many shared academic challenges related to studying, along with a belief that their difficulties were not well understood by staff or peers. While
-
Interprofessional work in early childhood education and care services to support children with additional needs: two approaches Australian Journal of Learning Difficulties Pub Date : 2017-01-02 Sandie Wong, Frances Press
Abstract In Australia, over 900,000 children attend some type of early childhood education and care service. Many of these children have learning difficulties and early childhood teachers play a significant role in identifying children’s needs and working with other professionals to instigate and/or implement appropriate interventions. When educators and allied health professionals work collaboratively
-
Inclusion and the practice of repeating Kindergarten in Australia Australian Journal of Learning Difficulties Pub Date : 2017-01-02 Graham R. Daniel, Cen Wang
Abstract International evidence indicates there may be little or no academic benefit for children who are retained, and the possibility of negative long term socio-emotional outcomes for these children. Drawing on data from the nationally representative Longitudinal Study of Australian Children (n = 4464), this paper provides an Australian perspective on the practice of grade retention, specifically
-
Speech sound disorders in preschool children: correspondence between clinical diagnosis and teacher and parent report Australian Journal of Learning Difficulties Pub Date : 2017-01-02 Linda J. Harrison, Sharynne McLeod, Lindy McAllister, Jane McCormack
Abstract This study sought to assess the level of correspondence between parent and teacher report of concern about young children’s speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4–5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed independently by: (1) clinical diagnosis by a speech-language
-
Editorial Australian Journal of Learning Difficulties Pub Date : 2017-01-02 Lisa Limbrick, Sarah McDonagh
Early childhood education plays a significant role in enhancing the development of young children, particularly those identified with additional needs. Early identification and support for children who are at risk of experiencing learning difficulties is paramount across academic, social, emotional and behavioural domains. Early childhood services play a key role in identification and intervention
-
Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties Australian Journal of Learning Difficulties Pub Date : 2017-01-02 Sharynne McLeod, Kathryn Crowe, Sarah Masso, Elise Baker, Jane McCormack, Yvonne Wren, Susan Roulstone, Charlotte Howland
Abstract Speech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children. The aim of this research was to describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns. 275 Australian 4- to 5-year-old children from 45 preschools
-
Further evidence for the efficacy of an evidence-based, small group, literacy intervention program for young struggling readers Australian Journal of Learning Difficulties Pub Date : 2017-01-02 Kevin Wheldall, Robyn Wheldall, Alison Madelaine, Meree Reynolds, Sarah Arakelian
Abstract An earlier series of pilot studies and small-scale experimental studies had previously provided some evidence for the efficacy of a small group early literacy intervention program for young struggling readers. The present paper provides further evidence for efficacy based on a much larger sample of young, socially disadvantaged, at-risk readers. The participants comprised 14 successive intakes
-
Detecting strengths and weaknesses in learning mathematics through a model classifying mathematical skills Australian Journal of Learning Difficulties Pub Date : 2016-07-02 Giannis N. Karagiannakis, Anna E. Baccaglini-Frank, Petros Roussos
Abstract Through a review of the literature on mathematical learning disabilities (MLD) and low achievement in mathematics (LA) we have proposed a model classifying mathematical skills involved in learning mathematics into four domains (Core number, Memory, Reasoning, and Visual-spatial). In this paper we present a new experimental computer-based battery of mathematical tasks designed to elicit abilities
-
Comparing the performance of older low-progress readers on the York Assessment of Reading for Comprehension with performance on the Neale Analysis of Reading Ability and other measures of reading and related skills Australian Journal of Learning Difficulties Pub Date : 2016-07-02 Kevin Wheldall, Sarah Arakelian
Abstract The aim of this study was to compare the York Assessment of Reading for Comprehension (YARC) with the Neale Analysis of Reading Ability (NARA) and other measures of reading and related skills with a sample of older low-progress readers and to provide additional information regarding the validity of the YARC in Australia. The data from an opportunity sample of 78 older low-progress readers
-
Lessons from the reading brain for reading development and dyslexia Australian Journal of Learning Difficulties Pub Date : 2016-07-02 Maryanne Wolf, Catherine Ullman-Shade, Stephanie Gottwald
Abstract This essay is about the improbable emergence of written language six millennia ago that gave rise to the even more improbable, highly sophisticated reading brain of the twenty-first century. How it emerged and what it comprises – both in its most basic iteration in the very young reader and in its most elaborated iteration in the expert reader – is a story with several important lessons for
-
Prevalence and pattern of learning difficulties in primary school students in Jordan Australian Journal of Learning Difficulties Pub Date : 2016-07-02 Bashir Abu-Hamour, Hanan Al-Hmouz
Abstract The major purpose of this study was to investigate the prevalence of learning difficulties (LDs) among primary school students (Grade 1 to Grade 3) in Jordan. A total of 306 students were randomly selected and tested using the Arabic version of the Woodcock-Johnson Basic Achievement Tests that measure reading, spelling, and calculation skills. The prevalence of the combined and types of LDs
-
How well prepared are pre-service teachers to teach early reading? A systematic review of the literature Australian Journal of Learning Difficulties Pub Date : 2016-07-02 Linda Meeks, Jennifer Stephenson, Coral Kemp, Alison Madelaine
Abstract This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it would appear that although most PSTs were confident
-
Editorial Australian Journal of Learning Difficulties Pub Date : 2016-01-02 Lisa Limbrick, Sarah McDonagh
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
-
Reading comprehension intervention for high-functioning children with autism spectrum disorders Australian Journal of Learning Difficulties Pub Date : 2016-01-02 Gary Woolley
Abstract The prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address
-
Schwartz’s response to Chapman and Tunmer’s analysis of reading recovery data: Whose ideology and whose politics? Australian Journal of Learning Difficulties Pub Date : 2016-01-02 James W. Chapman, William E. Tunmer
Abstract In critiquing our paper on “The literacy performance of ex-Reading Recovery students between two and four years following participation in the program: Is this intervention effective for students with early reading difficulties?”, Schwartz argues that we have engaged in pursuing political and ideological agendas as part of our ongoing attacks on the Reading Recovery program. We reject his
-
Parents’ experiences of their children’s supplementary reading intervention: A qualitative exploration Australian Journal of Learning Difficulties Pub Date : 2016-01-02 Tanya A. Serry, Pranee Liamputtong, Miranda L. Rose, Lesley Bretherton
Abstract We examined the lived experiences of twelve parents of low-progress readers. Parents were recruited from five state schools in Melbourne and each participated in individual interviews. Analyses revealed that most children received Reading Recovery which was the first and often only option. Parents were divided regarding satisfaction with their children’s reading outcomes following this program
-
Efficacy of an evidence-based literacy preparation program for young children beginning school Australian Journal of Learning Difficulties Pub Date : 2016-01-02 Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, Kevin Wheldall
Abstract This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, PreLit, designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in the program while children in the four comparison group
Contents have been reproduced by permission of the publishers.