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Australian Journal of Learning Difficulties最新文献

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Build it and they will come: responses to the provision of online science of language and reading professional learning 建起来，他们就会来：对提供在线语言和阅读科学专业学习的回应
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2024-07-05 DOI: 10.1080/19404158.2024.2372250
Pamela Snow, Tanya Serry, Eamon Charles, Joanna Barbousas
{"title":"Build it and they will come: responses to the provision of online science of language and reading professional learning","authors":"Pamela Snow, Tanya Serry, Eamon Charles, Joanna Barbousas","doi":"10.1080/19404158.2024.2372250","DOIUrl":"https://doi.org/10.1080/19404158.2024.2372250","url":null,"abstract":"Coverage of reading and reading instruction in initial teacher education is highly contested, with the “reading wars” representing decades of debate concerning approaches that should be promoted to...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"9 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141611904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“It is more than the average parent goes through”: using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship "这比一般家长所经历的要多得多"：利用澳大利亚有阅读障碍儿童的家长的经历来区分宣传和结盟关系
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2024-04-17 DOI: 10.1080/19404158.2024.2342523
Rachel Leslie, Ellen Larsen, Melissa Fanshawe, Alice Brown
{"title":"“It is more than the average parent goes through”: using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship","authors":"Rachel Leslie, Ellen Larsen, Melissa Fanshawe, Alice Brown","doi":"10.1080/19404158.2024.2342523","DOIUrl":"https://doi.org/10.1080/19404158.2024.2342523","url":null,"abstract":"Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this pape...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"126 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia 在线培训项目对职前教师有关阅读障碍的知识和信念的影响
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2024-04-16 DOI: 10.1080/19404158.2024.2341697
Saadet Çakıroğlu, Ebru Ünay, Orhan Çakıroğlu
{"title":"The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia","authors":"Saadet Çakıroğlu, Ebru Ünay, Orhan Çakıroğlu","doi":"10.1080/19404158.2024.2341697","DOIUrl":"https://doi.org/10.1080/19404158.2024.2341697","url":null,"abstract":"This study aimed to assess the impact of online dyslexia training on the knowledge and beliefs of 64 pre-service special education and primary school teachers regarding dyslexia. The Scale of Knowl...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"468 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school 小学低年级口语和阅读教学中 "回应干预"（RTI）方法的实施案例研究
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2024-03-28 DOI: 10.1080/19404158.2024.2335892
Beth Shingles, Cecilia Sinclair, Tessa Weadman, Shiralee Poed, Pamela Snow, Tricia Eadie, Judy Connell, Sharon Goldfeld, Jon Quach
{"title":"An implementation case study for the Response to Intervention (RTI) approach for oral language and reading instruction in the early years of primary school","authors":"Beth Shingles, Cecilia Sinclair, Tessa Weadman, Shiralee Poed, Pamela Snow, Tricia Eadie, Judy Connell, Sharon Goldfeld, Jon Quach","doi":"10.1080/19404158.2024.2335892","DOIUrl":"https://doi.org/10.1080/19404158.2024.2335892","url":null,"abstract":"In this paper, we report the initial stages of Response to Intervention (RTI) implementation in one school that participated in the Getting it Right from the Start (GIRFTS) pilot study. Implementat...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"36 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140325987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Linguistic Approach to the Study of Dyslexia 研究阅读障碍的语言学方法
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2023-12-08 DOI: 10.1080/19404158.2023.2285267
Yufei Ren, Gang Cui
{"title":"A Linguistic Approach to the Study of Dyslexia","authors":"Yufei Ren, Gang Cui","doi":"10.1080/19404158.2023.2285267","DOIUrl":"https://doi.org/10.1080/19404158.2023.2285267","url":null,"abstract":"This article reviews the recently published book “A Linguistic Approach to the Study of Dyslexia”, which aims to delineate the linguistic and communicative profile of people with dyslexia. The cogn...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"8 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138566425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD “我想帮助像我这样的孩子被听到!”从ADHD青少年的角度对学校教育的调查
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2023-11-27 DOI: 10.1080/19404158.2023.2286301
Kathy Gibbs, Lukas Barker, Leah Le
{"title":"“I want to help kids like me be heard!” A survey about schooling from the perspective of adolescents with ADHD","authors":"Kathy Gibbs, Lukas Barker, Leah Le","doi":"10.1080/19404158.2023.2286301","DOIUrl":"https://doi.org/10.1080/19404158.2023.2286301","url":null,"abstract":" This study sought to increase awareness of ADHD though the context of a school assignment completed by a student with ADHD. The student (pseudonym Jim) sought opinions of 67 Australian school stud...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"195 8","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cognitive and metacognitive strategy use in poor comprehenders: an exploratory study 认知和元认知策略在低年级学生中的应用:一项探索性研究
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2023-11-27 DOI: 10.1080/19404158.2023.2287611
Bruna Rodrigues, Irene Cadime, Iolanda Ribeiro
{"title":"Cognitive and metacognitive strategy use in poor comprehenders: an exploratory study","authors":"Bruna Rodrigues, Irene Cadime, Iolanda Ribeiro","doi":"10.1080/19404158.2023.2287611","DOIUrl":"https://doi.org/10.1080/19404158.2023.2287611","url":null,"abstract":"Empirical research has shown that poor comprehenders use reading strategies less frequently than good comprehenders. Moreover, poor comprehenders tend to use simple strategies (e.g. slowing down re...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"91 10","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties 调查有语言和/或注意力障碍的学生所经历的损害和障碍的影响
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2023-11-26 DOI: 10.1080/19404158.2023.2285270
Haley Tancredi, Linda J. Graham, Callula Killingly, Naomi Sweller
{"title":"Investigating the impact of impairment and barriers experienced by students with language and/or attentional difficulties","authors":"Haley Tancredi, Linda J. Graham, Callula Killingly, Naomi Sweller","doi":"10.1080/19404158.2023.2285270","DOIUrl":"https://doi.org/10.1080/19404158.2023.2285270","url":null,"abstract":"Students with language and/or attentional difficulties are present in all classrooms, but evidence indicates they are poorly identified and supported. Reasonable adjustments are a legislative requi...","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"210 2","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach 从幼儿园到一年级为期两年的读写干预的效果:一种不同的方法
Australian Journal of Learning Difficulties Pub Date : 2023-10-30 DOI: 10.1080/19404158.2023.2271914
Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros, Annie Magnan
{"title":"Effects of a two-year literacy intervention from Kindergarten to Grade 1: a differential approach","authors":"Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros, Annie Magnan","doi":"10.1080/19404158.2023.2271914","DOIUrl":"https://doi.org/10.1080/19404158.2023.2271914","url":null,"abstract":"","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of explicitly teaching word segmentation using a visual vowel hand sign system to help at-risk children learn to read and spell English: A proof-of-concept study 使用视觉元音手势系统明确教授分词对帮助高危儿童学习英语阅读和拼写的影响：概念验证研究
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2023-01-02 DOI: 10.1080/19404158.2023.2210602
S. Flynn, Shane Erickson, T. Serry
{"title":"The impact of explicitly teaching word segmentation using a visual vowel hand sign system to help at-risk children learn to read and spell English: A proof-of-concept study","authors":"S. Flynn, Shane Erickson, T. Serry","doi":"10.1080/19404158.2023.2210602","DOIUrl":"https://doi.org/10.1080/19404158.2023.2210602","url":null,"abstract":"ABSTRACT English vowels are phonologically and orthographically more difficult than consonants when learning to map speech to print. We sought to determine if teaching young at-risk readers and spellers to use a visual vowel hand sign system to segment spoken words into their component phonemes contributed to improved grapheme-phoneme correspondence knowledge, word reading and spelling. Twenty-three at-risk Year 1 participants were assessed prior to receiving Crack the Code – an intervention that incorporates a visual vowel hand sign system for phoneme segmentation – and immediately after its completion on measures of segmentation, grapheme-phoneme correspondence knowledge, word reading accuracy, word reading efficiency and spelling. Analysis of group data showed statistically significant improvement across all measures with effect sizes ranging from 0.73 to 1.83. Explicitly teaching phonemic segmentation with a visual vowel sign system may be an effective way of improving vowel knowledge, word reading and spelling skills of at-risk children.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"97 - 118"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41441582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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