Pub Date : 2016-07-02DOI: 10.1080/19404158.2016.1337364
M. Wolf, Catherine Ullman-Shade, S. 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 how we think about reading development and how we approach reading challenges like dyslexia. For, an understanding of how the reading brain develops gives educators a unique lens on what the child has to learn, what the teacher would be wise to teach, and why the organization of the brain of an individual with dyslexia has precious little to do with reading.
{"title":"Lessons from the reading brain for reading development and dyslexia*","authors":"M. Wolf, Catherine Ullman-Shade, S. Gottwald","doi":"10.1080/19404158.2016.1337364","DOIUrl":"https://doi.org/10.1080/19404158.2016.1337364","url":null,"abstract":"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 how we think about reading development and how we approach reading challenges like dyslexia. For, an understanding of how the reading brain develops gives educators a unique lens on what the child has to learn, what the teacher would be wise to teach, and why the organization of the brain of an individual with dyslexia has precious little to do with reading.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"202 1","pages":"143 - 156"},"PeriodicalIF":0.9,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2016.1337364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129395","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 : 2016-07-02DOI: 10.1080/19404158.2017.1287104
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 was investigated. In addition, the researchers explored the correspondence between the prevalence of LDs and the following variables: gender, grade level, school type, parents’ level of education, and monthly income. Results indicated that high prevalence and comorbidity rates were found among all LDs conditions; there was a higher prevalence of LDs in males than in females, increasing prevalence of identified LDs with an increasing grade level, and students who were identified with LDs were more likely to be from low socioeconomic status attending public schools. Implications and suggestions for future research are also discussed.
{"title":"Prevalence and pattern of learning difficulties in primary school students in Jordan","authors":"Bashir Abu-Hamour, Hanan Al-Hmouz","doi":"10.1080/19404158.2017.1287104","DOIUrl":"https://doi.org/10.1080/19404158.2017.1287104","url":null,"abstract":"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 was investigated. In addition, the researchers explored the correspondence between the prevalence of LDs and the following variables: gender, grade level, school type, parents’ level of education, and monthly income. Results indicated that high prevalence and comorbidity rates were found among all LDs conditions; there was a higher prevalence of LDs in males than in females, increasing prevalence of identified LDs with an increasing grade level, and students who were identified with LDs were more likely to be from low socioeconomic status attending public schools. Implications and suggestions for future research are also discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"113 - 99"},"PeriodicalIF":0.9,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1287104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129606","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 : 2016-01-02DOI: 10.1080/19404158.2016.1189443
Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, K. 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 schools continued with typical literacy activities in their classrooms. All children were assessed on measures of emergent literacy and language skills prior to and following intervention. It was found that 91% of students were in the bottom quartile for phonological awareness at pre-test. While neither the children nor their schools were randomly allocated to groups, the mean scores for the two groups were very similar at pre-test on all measures. Analyses showed that although the means for the two groups were not statistically different on any of the measures at post-test, significantly fewer students in experimental schools remained in the bottom quartile and more moved into the top quartile for phonological awareness skills, compared with students in the comparison schools. Fine grain analyses, taking into account additional qualitative data about the schools, helped to clarify these findings.
{"title":"Efficacy of an evidence-based literacy preparation program for young children beginning school","authors":"Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, K. Wheldall","doi":"10.1080/19404158.2016.1189443","DOIUrl":"https://doi.org/10.1080/19404158.2016.1189443","url":null,"abstract":"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 schools continued with typical literacy activities in their classrooms. All children were assessed on measures of emergent literacy and language skills prior to and following intervention. It was found that 91% of students were in the bottom quartile for phonological awareness at pre-test. While neither the children nor their schools were randomly allocated to groups, the mean scores for the two groups were very similar at pre-test on all measures. Analyses showed that although the means for the two groups were not statistically different on any of the measures at post-test, significantly fewer students in experimental schools remained in the bottom quartile and more moved into the top quartile for phonological awareness skills, compared with students in the comparison schools. Fine grain analyses, taking into account additional qualitative data about the schools, helped to clarify these findings.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"21 - 39"},"PeriodicalIF":0.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2016.1189443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129009","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 : 2016-01-02DOI: 10.1080/19404158.2016.1190770
G. 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 their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.
{"title":"Reading comprehension intervention for high-functioning children with autism spectrum disorders","authors":"G. Woolley","doi":"10.1080/19404158.2016.1190770","DOIUrl":"https://doi.org/10.1080/19404158.2016.1190770","url":null,"abstract":"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 their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"41 - 58"},"PeriodicalIF":0.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2016.1190770","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129068","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 : 2016-01-02DOI: 10.1080/19404158.2016.1202847
J. Chapman, W. 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 claims and argue that if we are ideological, it is related to our commitment to the use of rigorous scientific research to examine claims made in favor of the Reading Recovery program. We also argue that Reading Recovery was adopted in New Zealand largely for political reasons rather than on the basis of carefully controlled research. We stand by our interpretation of various studies in New Zealand that call into question the effectiveness of Reading Recovery in terms of the stated goals for the program.
{"title":"Schwartz’s response to Chapman and Tunmer’s analysis of reading recovery data: Whose ideology and whose politics?","authors":"J. Chapman, W. Tunmer","doi":"10.1080/19404158.2016.1202847","DOIUrl":"https://doi.org/10.1080/19404158.2016.1202847","url":null,"abstract":"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 claims and argue that if we are ideological, it is related to our commitment to the use of rigorous scientific research to examine claims made in favor of the Reading Recovery program. We also argue that Reading Recovery was adopted in New Zealand largely for political reasons rather than on the basis of carefully controlled research. We stand by our interpretation of various studies in New Zealand that call into question the effectiveness of Reading Recovery in terms of the stated goals for the program.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"59 - 67"},"PeriodicalIF":0.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2016.1202847","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129147","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 : 2016-01-02DOI: 10.1080/19404158.2015.1128452
T. Serry, P. Liamputtong, M. Rose, L. 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. Sources of dissatisfaction included: a waiting list for commencement of intervention, the sudden cessation of Reading Recovery based on the 100-session limit, and Reading Recovery’s theoretical orientation towards constructivist principles. Half the parents independently sought external reading intervention from conventional and non-conventional service providers. Moreover, many parents encountered a personal toll related to their children’s reading difficulty. This study highlights the needs of parents who are important stakeholders in the management of low-progress readers. Our findings call for a more systematic, integrated and mindful approach between educators, policy makers and parents of low-progress readers.
{"title":"Parents’ experiences of their children’s supplementary reading intervention: A qualitative exploration","authors":"T. Serry, P. Liamputtong, M. Rose, L. Bretherton","doi":"10.1080/19404158.2015.1128452","DOIUrl":"https://doi.org/10.1080/19404158.2015.1128452","url":null,"abstract":"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. Sources of dissatisfaction included: a waiting list for commencement of intervention, the sudden cessation of Reading Recovery based on the 100-session limit, and Reading Recovery’s theoretical orientation towards constructivist principles. Half the parents independently sought external reading intervention from conventional and non-conventional service providers. Moreover, many parents encountered a personal toll related to their children’s reading difficulty. This study highlights the needs of parents who are important stakeholders in the management of low-progress readers. Our findings call for a more systematic, integrated and mindful approach between educators, policy makers and parents of low-progress readers.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"20 - 3"},"PeriodicalIF":0.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1128452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129275","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 : 2015-07-03DOI: 10.1080/19404158.2015.1089917
Anne Bellert
This review focuses on the topic of re-teaching within a formative cycle of instruction, in regular classroom settings. Although re-teaching is assumed integral to effective teaching, learning, and formative assessment, effective re-teaching is but scantly described in pedagogical literature and has been neglected in empirical research. Teachers and school systems seeking to improve student achievement, especially for lower-achieving students, would be well-served by more information and evidence about effective re-teaching. Accordingly, this review follows a defined and replicable protocol, using four questions to explore the extent and detail of existing information about re-teaching and use this information as the basis for suggestions of approaches and strategies for effective re-teaching. The importance of effective re-teaching for students with learning difficulties is emphasised and the potential benefits of effective re-teaching on academic self-concept and motivation for students, and on teacher effectiveness, are discussed. Collecting evidence from practice and the need to quantify the effectiveness of re-teaching are proposed as key aspects of future research and development.
{"title":"Effective re-teaching","authors":"Anne Bellert","doi":"10.1080/19404158.2015.1089917","DOIUrl":"https://doi.org/10.1080/19404158.2015.1089917","url":null,"abstract":"This review focuses on the topic of re-teaching within a formative cycle of instruction, in regular classroom settings. Although re-teaching is assumed integral to effective teaching, learning, and formative assessment, effective re-teaching is but scantly described in pedagogical literature and has been neglected in empirical research. Teachers and school systems seeking to improve student achievement, especially for lower-achieving students, would be well-served by more information and evidence about effective re-teaching. Accordingly, this review follows a defined and replicable protocol, using four questions to explore the extent and detail of existing information about re-teaching and use this information as the basis for suggestions of approaches and strategies for effective re-teaching. The importance of effective re-teaching for students with learning difficulties is emphasised and the potential benefits of effective re-teaching on academic self-concept and motivation for students, and on teacher effectiveness, are discussed. Collecting evidence from practice and the need to quantify the effectiveness of re-teaching are proposed as key aspects of future research and development.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"163 - 183"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1089917","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60128989","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 : 2015-07-03DOI: 10.1080/19404158.2015.1114000
M. Coltheart
The first part of this paper explains the distinction between proximal and distal causes of developmental disorders of cognition, with special reference to developmental disorders of reading. A number of different proximal causes of developmental disorders of reading have been identified. These correspond to a number of different patterns of developmental reading impairments – a number of “types of developmental dyslexia”, if you like – which are described in the second part of the paper. These patterns are interpreted in relation to a specific information-processing model of the cognitive system for reading. How each pattern is diagnosed, and how each might be treated, is discussed.
{"title":"What kinds of things cause children’s reading difficulties?","authors":"M. Coltheart","doi":"10.1080/19404158.2015.1114000","DOIUrl":"https://doi.org/10.1080/19404158.2015.1114000","url":null,"abstract":"The first part of this paper explains the distinction between proximal and distal causes of developmental disorders of cognition, with special reference to developmental disorders of reading. A number of different proximal causes of developmental disorders of reading have been identified. These correspond to a number of different patterns of developmental reading impairments – a number of “types of developmental dyslexia”, if you like – which are described in the second part of the paper. These patterns are interpreted in relation to a specific information-processing model of the cognitive system for reading. How each pattern is diagnosed, and how each might be treated, is discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"103 - 112"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1114000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129217","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 : 2015-07-03DOI: 10.1080/19404158.2015.1089916
T. Serry, L. Hammond
The purpose of this study was to examine Australian learning difficulties specialists’ knowledge about, and the use of, the term dyslexia. An online survey was constructed based on a current definition of, and evidence about, dyslexia and distributed to members of relevant professional associations. A total of 179 participants responded to the survey. Statistical tests were used to identify significant differences in questionnaire scores between a number of demographic subgroups which included special professional interest group, professional discipline, years of experience and engagement in reading-related university study. Results indicated that these Australian professionals all possess a similar and generally high level of accurate research-based knowledge about dyslexia and how to support individuals with significant reading issues. However, while affirming the relevancy of the term dyslexia in their professional work, most participants preferred another term and favoured a combination of words including reading, learning and the less pejorative term difficulty as opposed to disability. As the term dyslexia is commonly used by Australian educators, policy-makers, support organisation and parents to make decisions about the support individuals receive, an understanding of what is currently understood by this label is critical.
{"title":"What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia","authors":"T. Serry, L. Hammond","doi":"10.1080/19404158.2015.1089916","DOIUrl":"https://doi.org/10.1080/19404158.2015.1089916","url":null,"abstract":"The purpose of this study was to examine Australian learning difficulties specialists’ knowledge about, and the use of, the term dyslexia. An online survey was constructed based on a current definition of, and evidence about, dyslexia and distributed to members of relevant professional associations. A total of 179 participants responded to the survey. Statistical tests were used to identify significant differences in questionnaire scores between a number of demographic subgroups which included special professional interest group, professional discipline, years of experience and engagement in reading-related university study. Results indicated that these Australian professionals all possess a similar and generally high level of accurate research-based knowledge about dyslexia and how to support individuals with significant reading issues. However, while affirming the relevancy of the term dyslexia in their professional work, most participants preferred another term and favoured a combination of words including reading, learning and the less pejorative term difficulty as opposed to disability. As the term dyslexia is commonly used by Australian educators, policy-makers, support organisation and parents to make decisions about the support individuals receive, an understanding of what is currently understood by this label is critical.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"143 - 161"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1089916","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60128937","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 : 2015-07-03DOI: 10.1080/19404158.2015.1112296
Susie Russak, Ariella Daniel Hellwing
The present study examined three issues connected to the experiences of graduates with learning disabilities (LD) from a college of education (N = 45): support services that had been most beneficial during studies, positive and negative effects of the disability on personal, and professional life. Additionally, demographic data were collected. A semi-structured retrospective interview was used. The most significant support services recalled were academic including academic literacy and organizational and management skills. The graduates reported positive and negative effects of the LD on personal and professional life. Affective skills were perceived as having positive effects, whereas cognitive skills were perceived as having negative effects. This trend occurred in both personal and professional life. Compensatory strategies were mentioned as a reframing mechanism to conceptualize weaknesses as strengths and advantages. As increasing numbers of students with LD are entering fields of education, gaining insight into how to facilitate successful inclusion in higher education and the work force is essential.
{"title":"A follow-up study of graduates with learning disabilities from a college of education: impact of the disability on personal and professional life","authors":"Susie Russak, Ariella Daniel Hellwing","doi":"10.1080/19404158.2015.1112296","DOIUrl":"https://doi.org/10.1080/19404158.2015.1112296","url":null,"abstract":"The present study examined three issues connected to the experiences of graduates with learning disabilities (LD) from a college of education (N = 45): support services that had been most beneficial during studies, positive and negative effects of the disability on personal, and professional life. Additionally, demographic data were collected. A semi-structured retrospective interview was used. The most significant support services recalled were academic including academic literacy and organizational and management skills. The graduates reported positive and negative effects of the LD on personal and professional life. Affective skills were perceived as having positive effects, whereas cognitive skills were perceived as having negative effects. This trend occurred in both personal and professional life. Compensatory strategies were mentioned as a reframing mechanism to conceptualize weaknesses as strengths and advantages. As increasing numbers of students with LD are entering fields of education, gaining insight into how to facilitate successful inclusion in higher education and the work force is essential.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"185 - 200"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1112296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129172","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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