Pub Date : 2021-07-03DOI: 10.1080/19404158.2021.1995014
Lay Wah Lee
ABSTRACT The Malay language writing system is alphabetic and orthographically transparent. This study aimed to determine whether phonological processing skills predict Malay word-level literacy acquisition in Chinese children from a national-type Chinese primary school in Malaysia. A correlational study among 113 Year 1 Chinese children who are non-native speakers of Malay found that phonological awareness was the only significant predictor of Malay word-level literacy acquisition. The prominent role of phonological awareness among the non-native speakers further supports phonological processing deficit as an etiology of word-level literacy difficulties across languages. We conclude that since the non-native speakers rely exclusively on phonological decoding for word-level acquisition, the effect of a phonological deficit would be detrimental. Therefore, the Malay reading-related assessment battery in this study, now validated for both native and non-native speakers can be adapted as a universal early screening tool for detecting Malaysian children at-risk of dyslexia.
{"title":"The role of phonological processing in children from a national-type Chinese primary school in Malaysia: implications for dyslexia assessment","authors":"Lay Wah Lee","doi":"10.1080/19404158.2021.1995014","DOIUrl":"https://doi.org/10.1080/19404158.2021.1995014","url":null,"abstract":"ABSTRACT The Malay language writing system is alphabetic and orthographically transparent. This study aimed to determine whether phonological processing skills predict Malay word-level literacy acquisition in Chinese children from a national-type Chinese primary school in Malaysia. A correlational study among 113 Year 1 Chinese children who are non-native speakers of Malay found that phonological awareness was the only significant predictor of Malay word-level literacy acquisition. The prominent role of phonological awareness among the non-native speakers further supports phonological processing deficit as an etiology of word-level literacy difficulties across languages. We conclude that since the non-native speakers rely exclusively on phonological decoding for word-level acquisition, the effect of a phonological deficit would be detrimental. Therefore, the Malay reading-related assessment battery in this study, now validated for both native and non-native speakers can be adapted as a universal early screening tool for detecting Malaysian children at-risk of dyslexia.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"167 - 178"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907759","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 : 2021-01-02DOI: 10.1080/19404158.2021.1881574
Tessa Daffern, R. 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 schools. Fourteen teachers from two of the participating schools engaged in an intervention. This involved utilising spelling error analysis data to systematically plan and implement explicit and targeted spelling instruction. Sixteen teachers from the two comparison schools followed a “business-as-usual” pedagogy which appeared less targeted and explicit. Results indicate that all classes in the intervention group demonstrated a statistically significant improvement in spelling while only one comparison class demonstrated a statistically significant improvement. The promising findings highlight the power of using assessment-informed practices to explicitly teach spelling skills that are relevant to student needs.
{"title":"Investigating the efficacy of using error analysis data to inform explicit teaching of spelling","authors":"Tessa Daffern, R. Fleet","doi":"10.1080/19404158.2021.1881574","DOIUrl":"https://doi.org/10.1080/19404158.2021.1881574","url":null,"abstract":"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 schools. Fourteen teachers from two of the participating schools engaged in an intervention. This involved utilising spelling error analysis data to systematically plan and implement explicit and targeted spelling instruction. Sixteen teachers from the two comparison schools followed a “business-as-usual” pedagogy which appeared less targeted and explicit. Results indicate that all classes in the intervention group demonstrated a statistically significant improvement in spelling while only one comparison class demonstrated a statistically significant improvement. The promising findings highlight the power of using assessment-informed practices to explicitly teach spelling skills that are relevant to student needs.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"67 - 88"},"PeriodicalIF":0.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2021.1881574","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48849984","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 : 2021-01-02DOI: 10.1080/19404158.2020.1870512
M. D. 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 adaptations of the model for the secondary context are discussed and the benefits and pitfalls of flexible and fixed groupings are outlined. Australian schools cannot afford to adopt a “business-as-usual” approach. Reasonable adjustments within classrooms are not enough to equip students with the literacy they need. Rather, schools should look to how they can use the RtI model to provide varying levels of evidence-based reading intervention, drawing on the expertise of speech pathologists.
{"title":"Supporting struggling adolescent readers through the Response to Intervention (RTI) framework","authors":"M. D. de Haan","doi":"10.1080/19404158.2020.1870512","DOIUrl":"https://doi.org/10.1080/19404158.2020.1870512","url":null,"abstract":"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 adaptations of the model for the secondary context are discussed and the benefits and pitfalls of flexible and fixed groupings are outlined. Australian schools cannot afford to adopt a “business-as-usual” approach. Reasonable adjustments within classrooms are not enough to equip students with the literacy they need. Rather, schools should look to how they can use the RtI model to provide varying levels of evidence-based reading intervention, drawing on the expertise of speech pathologists.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"47 - 66"},"PeriodicalIF":0.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1870512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139009","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 : 2020-12-30DOI: 10.1080/19404158.2020.1862880
Helen Walls, Michael Johnston
ABSTRACT “Fast Feedback” is a feedback system for primary student 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 student progress. In 2015 nine teachers were asked to trial Fast Feedback, in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and compared with equivalent data from students at a control school. A student survey and teacher interviews were also used. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Data analysis suggests that process-oriented goals were most effective, and that the addressing of transcription skills was critical. Teachers observed that Fast Feedback was motivating for students, and encouraged student independence.
{"title":"The Fast Feedback method: a quasi-experimental study of the use of formative assessment for primary students’ writing","authors":"Helen Walls, Michael Johnston","doi":"10.1080/19404158.2020.1862880","DOIUrl":"https://doi.org/10.1080/19404158.2020.1862880","url":null,"abstract":"ABSTRACT “Fast Feedback” is a feedback system for primary student 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 student progress. In 2015 nine teachers were asked to trial Fast Feedback, in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and compared with equivalent data from students at a control school. A student survey and teacher interviews were also used. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Data analysis suggests that process-oriented goals were most effective, and that the addressing of transcription skills was critical. Teachers observed that Fast Feedback was motivating for students, and encouraged student independence.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"21 - 46"},"PeriodicalIF":0.9,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1862880","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44011869","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 : 2020-11-09DOI: 10.1080/19404158.2020.1845218
Agnieszka Kałdonek-Crnjaković
ABSTRACT This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed.
{"title":"Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia","authors":"Agnieszka Kałdonek-Crnjaković","doi":"10.1080/19404158.2020.1845218","DOIUrl":"https://doi.org/10.1080/19404158.2020.1845218","url":null,"abstract":"ABSTRACT This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"1 - 20"},"PeriodicalIF":0.9,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1845218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46391953","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 : 2020-07-02DOI: 10.1080/19404158.2020.1792520
L. Meeks, Alison Madelaine, J. 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 opinions of the quality and content of their teacher education courses in relation to the teaching of beginning reading. The results indicate that most of the interviewees demonstrated inadequate knowledge of the subject-specific content of beginning reading and that they were generally critical of their preservice preparation, especially with regard to translating theory into classroom practice. These findings have serious implications for the quality of student learning in early years classrooms and for those students who struggle to learn.
{"title":"New teachers talk about their preparation to teach early literacy","authors":"L. Meeks, Alison Madelaine, J. Stephenson","doi":"10.1080/19404158.2020.1792520","DOIUrl":"https://doi.org/10.1080/19404158.2020.1792520","url":null,"abstract":"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 opinions of the quality and content of their teacher education courses in relation to the teaching of beginning reading. The results indicate that most of the interviewees demonstrated inadequate knowledge of the subject-specific content of beginning reading and that they were generally critical of their preservice preparation, especially with regard to translating theory into classroom practice. These findings have serious implications for the quality of student learning in early years classrooms and for those students who struggle to learn.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"161 - 181"},"PeriodicalIF":0.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1792520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43997597","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 : 2020-07-02DOI: 10.1080/19404158.2020.1796726
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. Interventions were offered by 52% of schools in the sample. Programs offered were grouped by theoretical emphasis for analysis. Constructivist interventions were most frequently offered, followed by cognitive, and other, programs. Statistically significant differences in the frequency and types of interventions offered were identified between states and sectors. An increase in cognitively oriented interventions and programs for small groups of students was identified. These findings are discussed in relation to policy documents and research literature. Recommendations are made for research into schools’ intervention choices, the longitudinal impact of particular programs, and provision for students with more complex literacy difficulties.
{"title":"Re-mapping the territory: an analysis of literacy intervention provision for primary students in five Australian states","authors":"Joanne Quick","doi":"10.1080/19404158.2020.1796726","DOIUrl":"https://doi.org/10.1080/19404158.2020.1796726","url":null,"abstract":"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. Interventions were offered by 52% of schools in the sample. Programs offered were grouped by theoretical emphasis for analysis. Constructivist interventions were most frequently offered, followed by cognitive, and other, programs. Statistically significant differences in the frequency and types of interventions offered were identified between states and sectors. An increase in cognitively oriented interventions and programs for small groups of students was identified. These findings are discussed in relation to policy documents and research literature. Recommendations are made for research into schools’ intervention choices, the longitudinal impact of particular programs, and provision for students with more complex literacy difficulties.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"183 - 213"},"PeriodicalIF":0.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1796726","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45302671","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 : 2020-07-02DOI: 10.1080/19404158.2020.1832128
L. 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 used to teach these foundation skills are explored in this study. Responses to survey questions provided both quantitative and qualitative data. Results suggest that although preservice teachers have some knowledge of the components of early literacy identified in research, they are less knowledgeable about the subject-specific pedagogical strategies identified as necessary for implementing evidence-based practices. These results are not surprising given the findings of recent research into the quality of literacy units in teacher education courses.
{"title":"Research and theory into practice: Australian preservice teachers’ knowledge of evidence-based early literacy instruction","authors":"L. Meeks, Alison Madelaine, Coral Kemp","doi":"10.1080/19404158.2020.1832128","DOIUrl":"https://doi.org/10.1080/19404158.2020.1832128","url":null,"abstract":"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 used to teach these foundation skills are explored in this study. Responses to survey questions provided both quantitative and qualitative data. Results suggest that although preservice teachers have some knowledge of the components of early literacy identified in research, they are less knowledgeable about the subject-specific pedagogical strategies identified as necessary for implementing evidence-based practices. These results are not surprising given the findings of recent research into the quality of literacy units in teacher education courses.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"215 - 233"},"PeriodicalIF":0.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1832128","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47195064","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 : 2020-06-12DOI: 10.1080/19404158.2020.1777576
M. 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 Instruction and Positive Psychology, a concerted investigation was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems intervention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically significant gains, in comparison to the control group. This study contributes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties.
{"title":"Combining explicit instruction and positive psychology to see adolescents with learning difficulties flourish","authors":"M. White","doi":"10.1080/19404158.2020.1777576","DOIUrl":"https://doi.org/10.1080/19404158.2020.1777576","url":null,"abstract":"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 Instruction and Positive Psychology, a concerted investigation was carried out to assess the effectiveness of combining the two approaches. Two Year 8 classes (N = 23 experimental) (English and Mathematics) were provided with the combined systems intervention over one academic year. Response to the intervention was compared to two similar academic ability control groups from the same Year group. Results report students made statistically significant gains, in comparison to the control group. This study contributes to an understanding of how effective classroom pedagogy instead of remediation can support adolescents with learning difficulties.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"135 - 159"},"PeriodicalIF":0.9,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1777576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43068625","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 : 2020-06-12DOI: 10.1080/19404158.2020.1776741
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 and achievement characteristics. General academic and literacy interventions were commonly offered, with statistically significant differences identified between the reported intervention offerings of schools in different states and sectors. Report of offering intervention/s was not associated with either schools’ size or levels of NAPLAN achievement. The results are compared with the 1998 “Survey of Schools” on primary students with learning difficulties in Australia, and discussed in relation to research literature and educational policy. Future directions for: a) research into intervention provision in Australian schools; and b) utilizing online sources to explore educational research questions are identified.
{"title":"Re-mapping the territory: an overview of learning and literacy intervention provision in Australian primary education","authors":"Joanne Quick","doi":"10.1080/19404158.2020.1776741","DOIUrl":"https://doi.org/10.1080/19404158.2020.1776741","url":null,"abstract":"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 and achievement characteristics. General academic and literacy interventions were commonly offered, with statistically significant differences identified between the reported intervention offerings of schools in different states and sectors. Report of offering intervention/s was not associated with either schools’ size or levels of NAPLAN achievement. The results are compared with the 1998 “Survey of Schools” on primary students with learning difficulties in Australia, and discussed in relation to research literature and educational policy. Future directions for: a) research into intervention provision in Australian schools; and b) utilizing online sources to explore educational research questions are identified.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"109 - 133"},"PeriodicalIF":0.9,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1776741","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330376","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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