Coverage of reading and reading instruction in initial teacher education is highly contested, with the “reading wars” representing decades of debate concerning approaches that should be promoted to...
{"title":"Build it and they will come: responses to the provision of online science of language and reading professional learning","authors":"Pamela Snow, Tanya Serry, Eamon Charles, Joanna Barbousas","doi":"10.1080/19404158.2024.2372250","DOIUrl":"https://doi.org/10.1080/19404158.2024.2372250","url":null,"abstract":"Coverage of reading and reading instruction in initial teacher education is highly contested, with the “reading wars” representing decades of debate concerning approaches that should be promoted to...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"9 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-17DOI: 10.1080/19404158.2024.2342523
Rachel Leslie, Ellen Larsen, Melissa Fanshawe, Alice Brown
Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this pape...
{"title":"“It is more than the average parent goes through”: using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship","authors":"Rachel Leslie, Ellen Larsen, Melissa Fanshawe, Alice Brown","doi":"10.1080/19404158.2024.2342523","DOIUrl":"https://doi.org/10.1080/19404158.2024.2342523","url":null,"abstract":"Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this pape...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"126 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-16DOI: 10.1080/19404158.2024.2341697
Saadet Çakıroğlu, Ebru Ünay, Orhan Çakıroğlu
This study aimed to assess the impact of online dyslexia training on the knowledge and beliefs of 64 pre-service special education and primary school teachers regarding dyslexia. The Scale of Knowl...
{"title":"The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia","authors":"Saadet Çakıroğlu, Ebru Ünay, Orhan Çakıroğlu","doi":"10.1080/19404158.2024.2341697","DOIUrl":"https://doi.org/10.1080/19404158.2024.2341697","url":null,"abstract":"This study aimed to assess the impact of online dyslexia training on the knowledge and beliefs of 64 pre-service special education and primary school teachers regarding dyslexia. The Scale of Knowl...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"468 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementat...
{"title":"An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school","authors":"Beth Shingles, Cecilia Sinclair, Tessa Weadman, Shiralee Poed, Pamela Snow, Tricia Eadie, Judy Connell, Sharon Goldfeld, Jon Quach","doi":"10.1080/19404158.2024.2335892","DOIUrl":"https://doi.org/10.1080/19404158.2024.2335892","url":null,"abstract":"In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementat...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"36 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140325987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.1080/19404158.2023.2285267
Yufei Ren, Gang Cui
This article reviews the recently published book “A Linguistic Approach to the Study of Dyslexia”, which aims to delineate the linguistic and communicative profile of people with dyslexia. The cogn...
{"title":"A Linguistic Approach to the Study of Dyslexia","authors":"Yufei Ren, Gang Cui","doi":"10.1080/19404158.2023.2285267","DOIUrl":"https://doi.org/10.1080/19404158.2023.2285267","url":null,"abstract":"This article reviews the recently published book “A Linguistic Approach to the Study of Dyslexia”, which aims to delineate the linguistic and communicative profile of people with dyslexia. The cogn...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"8 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138566425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/19404158.2023.2286301
Kathy Gibbs, Lukas Barker, Leah Le
This study sought to increase awareness of ADHD though the context of a school assignment completed by a student with ADHD. The student (pseudonym Jim) sought opinions of 67 Australian school stud...
{"title":"“I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD","authors":"Kathy Gibbs, Lukas Barker, Leah Le","doi":"10.1080/19404158.2023.2286301","DOIUrl":"https://doi.org/10.1080/19404158.2023.2286301","url":null,"abstract":" This study sought to increase awareness of ADHD though the context of a school assignment completed by a student with ADHD. The student (pseudonym Jim) sought opinions of 67 Australian school stud...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"195 8","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/19404158.2023.2287611
Bruna Rodrigues, Irene Cadime, Iolanda Ribeiro
Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down re...
{"title":"Cognitive and metacognitive strategy use in poor comprehenders: an exploratory study","authors":"Bruna Rodrigues, Irene Cadime, Iolanda Ribeiro","doi":"10.1080/19404158.2023.2287611","DOIUrl":"https://doi.org/10.1080/19404158.2023.2287611","url":null,"abstract":"Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down re...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"91 10","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-26DOI: 10.1080/19404158.2023.2285270
Haley Tancredi, Linda J. Graham, Callula Killingly, Naomi Sweller
Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requi...
{"title":"Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties","authors":"Haley Tancredi, Linda J. Graham, Callula Killingly, Naomi Sweller","doi":"10.1080/19404158.2023.2285270","DOIUrl":"https://doi.org/10.1080/19404158.2023.2285270","url":null,"abstract":"Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requi...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"210 2","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/19404158.2023.2271914
Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros, Annie Magnan
{"title":"Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach","authors":"Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros, Annie Magnan","doi":"10.1080/19404158.2023.2271914","DOIUrl":"https://doi.org/10.1080/19404158.2023.2271914","url":null,"abstract":"","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/19404158.2023.2210602
S. Flynn, Shane Erickson, T. Serry
ABSTRACT English vowels are phonologically and orthographically more difficult than consonants when learning to map speech to print. We sought to determine if teaching young at-risk readers and spellers to use a visual vowel hand sign system to segment spoken words into their component phonemes contributed to improved grapheme-phoneme correspondence knowledge, word reading and spelling. Twenty-three at-risk Year 1 participants were assessed prior to receiving Crack the Code – an intervention that incorporates a visual vowel hand sign system for phoneme segmentation – and immediately after its completion on measures of segmentation, grapheme-phoneme correspondence knowledge, word reading accuracy, word reading efficiency and spelling. Analysis of group data showed statistically significant improvement across all measures with effect sizes ranging from 0.73 to 1.83. Explicitly teaching phonemic segmentation with a visual vowel sign system may be an effective way of improving vowel knowledge, word reading and spelling skills of at-risk children.
摘要在学习将语音映射到印刷体时，英语元音在语音和拼写上比辅音更难。我们试图确定，教年轻的高危读者和拼写者使用视觉元音手势系统将口语单词分割成其组成音素是否有助于提高字形-音素对应知识、单词阅读和拼写。23名有风险的一年级参与者在接受Crack the Code（一种包含视觉元音手势系统的音素分割干预措施）之前接受了评估，并在完成后立即评估了分割、字形-音素对应知识、单词阅读准确性、单词阅读效率和拼写的测量。对组数据的分析显示，在所有测量中都有统计学上的显著改善，效果大小在0.73到1.83之间。用视觉元音符号系统明确地教授音位分割可能是提高高危儿童元音知识、单词阅读和拼写技能的有效方法。
{"title":"The impact of explicitly teaching word segmentation using a visual vowel hand sign system to help at-risk children learn to read and spell English: A proof-of-concept study","authors":"S. Flynn, Shane Erickson, T. Serry","doi":"10.1080/19404158.2023.2210602","DOIUrl":"https://doi.org/10.1080/19404158.2023.2210602","url":null,"abstract":"ABSTRACT English vowels are phonologically and orthographically more difficult than consonants when learning to map speech to print. We sought to determine if teaching young at-risk readers and spellers to use a visual vowel hand sign system to segment spoken words into their component phonemes contributed to improved grapheme-phoneme correspondence knowledge, word reading and spelling. Twenty-three at-risk Year 1 participants were assessed prior to receiving Crack the Code – an intervention that incorporates a visual vowel hand sign system for phoneme segmentation – and immediately after its completion on measures of segmentation, grapheme-phoneme correspondence knowledge, word reading accuracy, word reading efficiency and spelling. Analysis of group data showed statistically significant improvement across all measures with effect sizes ranging from 0.73 to 1.83. Explicitly teaching phonemic segmentation with a visual vowel sign system may be an effective way of improving vowel knowledge, word reading and spelling skills of at-risk children.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"97 - 118"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41441582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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