Pub Date : 2020-01-02DOI: 10.1080/19404158.2020.1752747
Sally Robinson-Kooi, L. 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 students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers by their teachers were interviewed post-intervention to ascertain their feelings and opinions on the dictation components of the intervention. The positive findings presented here provide a body of contemporary research that supports using EI and incorporating contextualised sentence dictation to improve students’ understanding and practice of spelling and punctuation concepts.
{"title":"Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention","authors":"Sally Robinson-Kooi, L. Hammond","doi":"10.1080/19404158.2020.1752747","DOIUrl":"https://doi.org/10.1080/19404158.2020.1752747","url":null,"abstract":"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 students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers by their teachers were interviewed post-intervention to ascertain their feelings and opinions on the dictation components of the intervention. The positive findings presented here provide a body of contemporary research that supports using EI and incorporating contextualised sentence dictation to improve students’ understanding and practice of spelling and punctuation concepts.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"108 - 83"},"PeriodicalIF":0.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1752747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41460415","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 : 2020-01-02DOI: 10.1080/19404158.2019.1709875
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 compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.
{"title":"Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants","authors":"Charlotte W. Greenway, Alison Rees Edwards","doi":"10.1080/19404158.2019.1709875","DOIUrl":"https://doi.org/10.1080/19404158.2019.1709875","url":null,"abstract":"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 compared across public school teachers (n = 165) and teaching assistants (TAs) (n = 157) in the UK. Results indicated that teachers and TAs displayed adequate levels of knowledge, and TAs held better knowledge and more positive feelings towards ADHD than teachers. Training increased knowledge for TAs, but not for teachers, and training and support appeared important for both the teachers and TAs’ attitudes. Both teachers and TAs reported inadequate training and expressed a desire for further ADHD training, and a significant association was found between knowledge and attitudes for teachers only. The implications for these findings are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"31 - 49"},"PeriodicalIF":0.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1709875","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43433367","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 : 2020-01-02DOI: 10.1080/19404158.2020.1743730
L. Meeks, J. 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 tertiary institutions. Results indicate that references to early reading content in unit descriptions were generally included with other literacy subject matter, the total tuition time available for early reading instruction was limited, and many unit coordinators did not have expertise in early reading. In addition, it would appear that essential research-based content such as phonics, phonemic awareness, and the alphabetic principle may not be adequately addressed in many units. An amendment to Standard 2.5 of the guidelines set out in the Australian Professional Standards for Teachers may assist in resolving some of these issues.
{"title":"Australian preservice teachers and early reading instruction","authors":"L. Meeks, J. Stephenson","doi":"10.1080/19404158.2020.1743730","DOIUrl":"https://doi.org/10.1080/19404158.2020.1743730","url":null,"abstract":"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 tertiary institutions. Results indicate that references to early reading content in unit descriptions were generally included with other literacy subject matter, the total tuition time available for early reading instruction was limited, and many unit coordinators did not have expertise in early reading. In addition, it would appear that essential research-based content such as phonics, phonemic awareness, and the alphabetic principle may not be adequately addressed in many units. An amendment to Standard 2.5 of the guidelines set out in the Australian Professional Standards for Teachers may assist in resolving some of these issues.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"65 - 82"},"PeriodicalIF":0.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1743730","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47253254","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 : 2020-01-02DOI: 10.1080/19404158.2020.1734952
Mary Claessen, Peta L. Dzidic, M. Boyes, N. Badcock, Mandy Nayton, S. Leitão
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. A qualitative phenomenological approach was adopted to develop an understanding of educators’ perspectives of the impact of reading difficulties. Twenty educators were interviewed, and transcripts analysed thematically. The themes identified contributed to a compelling narrative regarding how educators perceived young people’s response to a diagnosis of dyslexia, and a number of contextual factors that appeared to shape mental-health outcomes of young people with reading difficulties. In particular, educators’ perceptions of young people’s response to diagnosis appear to reflect a broader narrative of “difference” and “shame”.
{"title":"Educators’ perceptions of the impact of reading difficulties for young people","authors":"Mary Claessen, Peta L. Dzidic, M. Boyes, N. Badcock, Mandy Nayton, S. Leitão","doi":"10.1080/19404158.2020.1734952","DOIUrl":"https://doi.org/10.1080/19404158.2020.1734952","url":null,"abstract":"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. A qualitative phenomenological approach was adopted to develop an understanding of educators’ perspectives of the impact of reading difficulties. Twenty educators were interviewed, and transcripts analysed thematically. The themes identified contributed to a compelling narrative regarding how educators perceived young people’s response to a diagnosis of dyslexia, and a number of contextual factors that appeared to shape mental-health outcomes of young people with reading difficulties. In particular, educators’ perceptions of young people’s response to diagnosis appear to reflect a broader narrative of “difference” and “shame”.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"51 - 64"},"PeriodicalIF":0.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2020.1734952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44239735","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 : 2020-01-02DOI: 10.1080/19404158.2019.1709216
R. Signor, Mary Claessen, S. 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 dyslexia; map the findings to international theories of dyslexia and draw on these findings to inform future clinical practice and research. Four databases were searched and a total of 13 studies met eligibility criteria. Four key themes were identified: (1) phonological-based intervention, reading and writing; (2) intervention using computerised technology; (3) auditory processing training and (4) training of visuomotor skills. Whilst most interventions were in keeping with current international theory, a number of methodological issues were identified which, if addressed, would strengthen future research and inform clinical practice in Brazil.
{"title":"Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice","authors":"R. Signor, Mary Claessen, S. Leitão","doi":"10.1080/19404158.2019.1709216","DOIUrl":"https://doi.org/10.1080/19404158.2019.1709216","url":null,"abstract":"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 dyslexia; map the findings to international theories of dyslexia and draw on these findings to inform future clinical practice and research. Four databases were searched and a total of 13 studies met eligibility criteria. Four key themes were identified: (1) phonological-based intervention, reading and writing; (2) intervention using computerised technology; (3) auditory processing training and (4) training of visuomotor skills. Whilst most interventions were in keeping with current international theory, a number of methodological issues were identified which, if addressed, would strengthen future research and inform clinical practice in Brazil.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"25 1","pages":"1 - 30"},"PeriodicalIF":0.9,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1709216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129633","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 : 2019-07-03DOI: 10.1080/19404158.2019.1635499
T. 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 with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow.
{"title":"Preventing a summer slide in reading – the effects of a summer school","authors":"T. Nicholson, Shanthi Tiru","doi":"10.1080/19404158.2019.1635499","DOIUrl":"https://doi.org/10.1080/19404158.2019.1635499","url":null,"abstract":"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 with explicit phonics instruction, high-frequency word-reading practice and application of these skills in reading age-appropriate texts. Results showed that although the mean reading comprehension slide was 5.8 months for both groups, the summer school group had higher word reading scores than the control group. The summer school participants showed improvements in phonological recoding ability, word reading, spelling and passage reading accuracy. These were not sufficient to stop the reading comprehension slide, but the program did make inroads. With further emphasis on comprehension strategies, the achievement gap may narrow.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"24 1","pages":"109 - 130"},"PeriodicalIF":0.9,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1635499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46211800","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 : 2019-07-03DOI: 10.1080/19404158.2019.1640755
M. Lathouras, Marleen F. Westerveld, D. 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 larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of “average” and “below average” readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed.
{"title":"Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds","authors":"M. Lathouras, Marleen F. Westerveld, D. Trembath","doi":"10.1080/19404158.2019.1640755","DOIUrl":"https://doi.org/10.1080/19404158.2019.1640755","url":null,"abstract":"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 larger gains in oral narrative, receptive vocabulary, and phonological awareness amongst students who received the intervention compared to those who received regular classroom instruction. At follow-up, student reading performance was compared using a standardised reading assessment. There were no differences between students who received the intervention and those who did not. To further investigate these findings, the oral language and emergent literacy skills of “average” and “below average” readers at the end of the first year of schooling were compared to assist in tailoring follow-up interventions. The implications for universal classroom-based programmes are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"24 1","pages":"147 - 161"},"PeriodicalIF":0.9,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1640755","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455344","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 : 2019-07-03DOI: 10.1080/19404158.2019.1661261
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 phase theory of word development. The objectives of the program are to teach the full alphabetic knowledge of Malay and the consolidated alphabetic knowledge of grapho-syllabic spelling-sound patterns of Malay. The instructional strategies are designed based on pedagogic principles of the Orton-Gillingham approach, the National Reading Panel review, and elements of Structured Literacy. The curriculum is sequenced according to evidence-based research on Malay GPC knowledge acquisition and the grapho-syllabic spelling-sound patterns. The design process which integrates both theory and empirical evidence may provide some insights toward overall dyslexia intervention.
{"title":"Design and development of a Malay word recognition intervention program for children with dyslexia","authors":"Lay Wah Lee","doi":"10.1080/19404158.2019.1661261","DOIUrl":"https://doi.org/10.1080/19404158.2019.1661261","url":null,"abstract":"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 phase theory of word development. The objectives of the program are to teach the full alphabetic knowledge of Malay and the consolidated alphabetic knowledge of grapho-syllabic spelling-sound patterns of Malay. The instructional strategies are designed based on pedagogic principles of the Orton-Gillingham approach, the National Reading Panel review, and elements of Structured Literacy. The curriculum is sequenced according to evidence-based research on Malay GPC knowledge acquisition and the grapho-syllabic spelling-sound patterns. The design process which integrates both theory and empirical evidence may provide some insights toward overall dyslexia intervention.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"24 1","pages":"163 - 179"},"PeriodicalIF":0.9,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1661261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48464156","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 : 2019-06-28DOI: 10.1080/19404158.2019.1635500
K. 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 within-group comparisons and correlational analyses were conducted to examine whether performance was influenced by gender, age, school site, real word status and item complexity. Approximately 82% of the students obtained or exceeded the South Australian PSC trial threshold of 28 points out of 40, which suggests the students were, on average, developing adequate word-level decoding skills. The only child- and task-related factors to emerge as statistically significant were age and item complexity.
{"title":"Performance of Australian children on the English Phonics Screening Check following systematic synthetic phonics instruction in the first two years of schooling","authors":"K. Wheldall, Nicola Bell, Robyn Wheldall, Alison Madelaine, Meree Reynolds","doi":"10.1080/19404158.2019.1635500","DOIUrl":"https://doi.org/10.1080/19404158.2019.1635500","url":null,"abstract":"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 within-group comparisons and correlational analyses were conducted to examine whether performance was influenced by gender, age, school site, real word status and item complexity. Approximately 82% of the students obtained or exceeded the South Australian PSC trial threshold of 28 points out of 40, which suggests the students were, on average, developing adequate word-level decoding skills. The only child- and task-related factors to emerge as statistically significant were age and item complexity.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"24 1","pages":"131 - 145"},"PeriodicalIF":0.9,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1635500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46214238","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 : 2019-01-02DOI: 10.1080/19404158.2019.1611608
P. 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.
{"title":"Becoming numerate: enduring theories, recent research, and current issues","authors":"P. Westwood","doi":"10.1080/19404158.2019.1611608","DOIUrl":"https://doi.org/10.1080/19404158.2019.1611608","url":null,"abstract":"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.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"24 1","pages":"21 - 46"},"PeriodicalIF":0.9,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2019.1611608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43001260","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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