Australian Journal of Learning Difficulties最新文献_第2页

Targeting phonological recoding to support orthographic learning: effectiveness of WordDriver delivered via telehealth 目标语音重新编码以支持正字法学习:通过远程医疗提供的WordDriver的有效性

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Australian Journal of Learning Difficulties Pub Date : 2023-01-02 DOI: 10.1080/19404158.2023.2208135

A. Seiler, S. Leitão

{"title":"Targeting phonological recoding to support orthographic learning: effectiveness of WordDriver delivered via telehealth","authors":"A. Seiler, S. Leitão","doi":"10.1080/19404158.2023.2208135","DOIUrl":"https://doi.org/10.1080/19404158.2023.2208135","url":null,"abstract":"ABSTRACT Fluent word recognition is an essential component of skilled reading, yet most children with reading difficulty have impaired word recognition. We developed and evaluated a web app, WordDriver, delivered via teletherapy, which targets phonological recoding to support orthographic learning and efficient word recognition. Participants were five children (aged 7–10 years) who, despite previous intervention using a systematic, synthetic phonics approach, demonstrated persistent word recognition impairment. Two studies, each using a single case experimental design examined changes in decoding accuracy (study 1) and orthographic learning (study 2) as measured by researcher-developed nonword reading and spelling lists, and standardised nonword reading assessments. Results suggested that all participants, irrespective of oral language and phonological processing profiles, made significant gains in decoding accuracy and orthographic learning for targeted vowel digraphs on researcher-developed nonword reading assessments, with clinically significant gains on standardised measures of decoding, and trends for generalisation in spelling.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"1 - 26"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48087836","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

Teachers beliefs and practices for the teaching of writing in the New Zealand elementary school: influences on student progress 新西兰小学教师写作教学的信念与实践：对学生进步的影响

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Australian Journal of Learning Difficulties Pub Date : 2023-01-02 DOI: 10.1080/19404158.2023.2208145

Helen Walls, Michael Johnston

{"title":"Teachers beliefs and practices for the teaching of writing in the New Zealand elementary school: influences on student progress","authors":"Helen Walls, Michael Johnston","doi":"10.1080/19404158.2023.2208145","DOIUrl":"https://doi.org/10.1080/19404158.2023.2208145","url":null,"abstract":"ABSTRACT In the present study, the effects of teachers’ beliefs and practices about writing pedagogy on students' progress were investigated in the context of the New Zealand primary school system. A total of 626 teachers completed a survey on their beliefs and practices. Principal component analysis of beliefs isolated three dimensions, reflecting valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches. Analysis of the practices data isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. Next, a sub-sample of 19 survey respondents supplied writing samples from their students, at two time points, allowing for the measurement of progress over time. Associations between teachers’ scale locations for reported beliefs and practices, and their students’ progress were explored. Explicit teaching beliefs and practices were positively correlated with progress and socio-cultural practices were negatively correlated with progress. Our findings support the use of explicit methods for the teaching of writing and cast some doubt over the efficacy of constructivist approaches.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"27 - 54"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46721424","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

Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability 在现实环境中提高挣扎中学生的阅读技能:实施和可持续性问题

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Australian Journal of Learning Difficulties Pub Date : 2023-01-02 DOI: 10.1080/19404158.2023.2210588

S. Main, Susan Hill, A. Paolino

{"title":"Improving the reading skills of struggling secondary students in a real-world setting: issues of implementation and sustainability","authors":"S. Main, Susan Hill, A. Paolino","doi":"10.1080/19404158.2023.2210588","DOIUrl":"https://doi.org/10.1080/19404158.2023.2210588","url":null,"abstract":"ABSTRACT Reading difficulties have been associated with limited academic success and related social-emotional outcomes including anxiety and low motivation. Recent research on the educational impact of the COVID-19 pandemic indicates that children with poor reading skills were disproportionally disadvantaged. This growing number of students experiencing reading difficulties will require effective implementation of strategies to prevent long-term disadvantage, including in the challenging context of secondary schools where teachers are unfamiliar with reading instruction and constrained by timetabling of subjects and teachers. This research examined whether a Direct Instruction programme could be implemented with fidelity in the real world of a secondary school over a sustained period. Reading progress was monitored using a standardised assessment. Programme implementation was monitored via interviews with staff, classroom observations, and field notes. These data revealed that, whilst fidelity of programme implementation was challenging, programme delivery and student ability and confidence in reading improved over the three years.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"28 1","pages":"73 - 95"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47315332","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

Roads travelled researching how children learn to read words 公路旅行研究儿童如何学习阅读单词

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Australian Journal of Learning Difficulties Pub Date : 2023-01-02 DOI: 10.1080/19404158.2023.2208164

L. Ehri

引用次数: 0

Support for students with additional health and developmental needs: practices and learnings from exemplar schools 支持有额外健康和发展需要的学生:来自示范学校的实践和学习

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Australian Journal of Learning Difficulties Pub Date : 2022-07-03 DOI: 10.1080/19404158.2022.2115091

A. Watts, Beth Shingles, Stuart Edwards, S. Goldfeld

{"title":"Support for students with additional health and developmental needs: practices and learnings from exemplar schools","authors":"A. Watts, Beth Shingles, Stuart Edwards, S. Goldfeld","doi":"10.1080/19404158.2022.2115091","DOIUrl":"https://doi.org/10.1080/19404158.2022.2115091","url":null,"abstract":"ABSTRACT Students with additional health and developmental needs are at risk of poor psychosocial and academic outcomes as they enter and move through school. Early identification and supports to promote participation and learning can be highly effective in meeting the needs of these students helping them thrive academically, socially, and emotionally. This qualitative study aimed to learn from primary schools (n = 8) demonstrating exemplar practice in supporting students with additional health and developmental needs. Semi-structured interviews (n = 31) were conducted to explore how schools identify and monitor students, provide supports, and collaborate with stakeholders. Reflexive thematic analysis was used to analyse interview transcripts and a range of strategies and processes emerged that schools use inside and outside the classroom. The findings help to shape our understanding of potential exemplar practices for students with additional health and developmental needs within the primary school context and offer recommendations and practical opportunities for improvement.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"223 - 251"},"PeriodicalIF":0.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43820181","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

Oral vocabulary knowledge and learning to read new words: A theoretical review 口语词汇知识与学习阅读新词:理论综述

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Australian Journal of Learning Difficulties Pub Date : 2022-07-03 DOI: 10.1080/19404158.2022.2097717

Signy Wegener, Elisabeth Beyersmann, Hua-Chen Wang, A. Castles

引用次数: 7

“The whole elephant”: “What works best” consultation practices of learning support teams in primary schools “整头大象”：小学学习支持团队的“什么最有效”咨询实践

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Australian Journal of Learning Difficulties Pub Date : 2022-06-23 DOI: 10.1080/19404158.2022.2085755

Natasha Bryceson, Lynn Sheridan

引用次数: 0

Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools 调查新西兰奥特亚小学识字评估和干预措施的数量和类型

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Australian Journal of Learning Difficulties Pub Date : 2022-05-16 DOI: 10.1080/19404158.2022.2064522

Alison Arrow, A. Neville, A. Denston, T. Nicholson

{"title":"Investigating the number and type of literacy assessments and interventions in Aotearoa New Zealand primary schools","authors":"Alison Arrow, A. Neville, A. Denston, T. Nicholson","doi":"10.1080/19404158.2022.2064522","DOIUrl":"https://doi.org/10.1080/19404158.2022.2064522","url":null,"abstract":"ABSTRACT In Aotearoa New Zealand, the lack of government funding and support for interventions beyond Reading Recovery means that assessment and support for students demonstrating literacy difficulties are primarily left to schools themselves. To meet the needs of students, including those demonstrating difficulties with literacy learning, schools and teachers must have assessments and interventions that can identify and meet the needs of those students. Currently, there is a lack of research on the nature of assessments and interventions used by schools and their confidence in using these to meet the needs of students, including those with literacy learning difficulties. In the current study, we surveyed schools about the types of assessments used to identify literacy difficulties and the interventions provided to students. Results indicated a wide range of assessments and interventions used in schools, but the identified interventions often failed to meet the criteria for intervention (teacher-led, based on specific needs), and assessments were often unlikely to provide information about specific literacy difficulties. Overall, the variability of interventions and assessments indicated a lack of consistency in the identification of students with literacy learning difficulties and, in the interventions, provided to support these students.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"185 - 199"},"PeriodicalIF":0.9,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47446275","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: 2

Poor reading and anxiety (PRAX): building a theory and practice 阅读不良与焦虑（PRAX）：构建理论与实践

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Australian Journal of Learning Difficulties Pub Date : 2022-01-02 DOI: 10.1080/19404158.2022.2054834

G. McArthur

引用次数: 0

Using Computer Assisted Instruction to Improve Reading Comprehension of Children on the Autism Spectrum: A Pilot Study 运用计算机辅助教学提高自闭症儿童阅读理解能力的初步研究

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Australian Journal of Learning Difficulties Pub Date : 2022-01-02 DOI: 10.1080/19404158.2021.2021962

Natalia R. Henderson-Faranda, J. Newbury, D. Sutherland

{"title":"Using Computer Assisted Instruction to Improve Reading Comprehension of Children on the Autism Spectrum: A Pilot Study","authors":"Natalia R. Henderson-Faranda, J. Newbury, D. Sutherland","doi":"10.1080/19404158.2021.2021962","DOIUrl":"https://doi.org/10.1080/19404158.2021.2021962","url":null,"abstract":"ABSTRACT Many children on the autism spectrum have difficulty developing reading comprehension skills. This multiple phase single case design pilot study examined the impact of a computer-assisted reading tool, Reading Eggspress™, with or without teacher directed instruction on the reading comprehension skills of four children on the autism spectrum (mean age 9 years, 10 months). Participants engaged in two randomised intervention phases, each lasting four weeks. Phase A involved Reading Eggspress™ plus teacher directed instruction of graphic organiser use and Phase B involved Reading Eggspress™ alone. Two participants made significant gains on a standardised measure of reading at post-test. Three participants made gains in median reading comprehension probe scores. Both phases appeared equally supportive of reading comprehension. Participants learned to use graphic organisers to support their comprehension during the intervention. Social validity questionnaires completed by parents, teachers and the participants indicated high acceptability of the intervention package.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"135 - 167"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675562","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