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Australian Journal of Learning Difficulties最新文献

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Literacy development in children with cochlear implants: a narrative review 人工耳蜗植入儿童的识字发展：叙述性综述
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2022-01-02 DOI: 10.1080/19404158.2021.2020856
Nicola Bell, A. Angwin, W. Wilson, W. Arnott
{"title":"Literacy development in children with cochlear implants: a narrative review","authors":"Nicola Bell, A. Angwin, W. Wilson, W. Arnott","doi":"10.1080/19404158.2021.2020856","DOIUrl":"https://doi.org/10.1080/19404158.2021.2020856","url":null,"abstract":"ABSTRACT There exists a substantial body of research to suggest that children with cochlear implants (and hearing loss more generally) experience difficulties when learning to read and write. These difficulties are posited to stem partly from limitations in phonological processing ability, which is considered fundamental to typical literacy development. This paper comprises a narrative review of the current literature on (1) literacy development in children with hearing loss and cochlear implants; (2) relationships between literacy sub-skills in children with hearing loss and cochlear implants; and (3) factors that influence learning and contribute to the heterogeneity of the population of children with hearing loss.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"115 - 134"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43673044","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: 1
Consultation and mental health interventions in school settings: a scientist-practitioner’s guide 学校环境中的咨询和心理健康干预:科学家-从业者指南
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2022-01-02 DOI: 10.1080/19404158.2022.2049612
Emina J Mclean
{"title":"Consultation and mental health interventions in school settings: a scientist-practitioner’s guide","authors":"Emina J Mclean","doi":"10.1080/19404158.2022.2049612","DOIUrl":"https://doi.org/10.1080/19404158.2022.2049612","url":null,"abstract":"","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"181 - 183"},"PeriodicalIF":0.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60130153","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: 1
Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review 学前至二年级儿童的二级口语和早期阅读干预：一项限制性系统综述
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-12-30 DOI: 10.1080/19404158.2021.2011754
S. Goldfeld, R. Beatson, A. Watts, P. Snow, L. Gold, H. Le, Stuart Edwards, J. Connell, Hannah L. Stark, Beth Shingles, Tony Barnett, J. Quach, P. Eadie
{"title":"Tier 2 oral language and early reading interventions for preschool to grade 2 children: a restricted systematic review","authors":"S. Goldfeld, R. Beatson, A. Watts, P. Snow, L. Gold, H. Le, Stuart Edwards, J. Connell, Hannah L. Stark, Beth Shingles, Tony Barnett, J. Quach, P. Eadie","doi":"10.1080/19404158.2021.2011754","DOIUrl":"https://doi.org/10.1080/19404158.2021.2011754","url":null,"abstract":"ABSTRACT This systematic review investigated small-group Tier 2 interventions to improve oral language or reading outcomes for children during preschool and early primary school years. Literature published from 2008 was searched and 152 papers selected for full-text review; 55 studies were included. Three strength of evidence assessment tools identified a shortlist of six interventions with relatively strong evidence: (a) Early Reading Intervention; (b) Lonigan and Philips (2016) Unnamed needs-aligned intervention; (c) PHAB+WIST (PHAST)/PHAB+RAVE-O; (d) Read Well-Aligned intervention; (e) Ryder and colleagues’ (2008) Unnamed Phonological Awareness and Phonics intervention; and (f) Story Friends. Investigation of intervention componentry found common characteristics included 3–5 students, 4–5 sessions per week, minimum 11-week duration, content covering a combination of skills, modelling and explicit instruction, and trained personnel. Shortlisted interventions provide a useful foundation to guide further interventions and inform educators and policymakers seeking to implement effective evidence-based interventions in the early years of schooling.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"65 - 113"},"PeriodicalIF":0.9,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45046839","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: 1
A scoping review to map research on children with dysgraphia, their carers, and educators 对书写障碍儿童、他们的照顾者和教育工作者的研究范围的回顾
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-11-22 DOI: 10.1080/19404158.2021.1999997
Elvira Kalenjuk, Stella Laletas, Pearl Subban, Sue Wilson
{"title":"A scoping review to map research on children with dysgraphia, their carers, and educators","authors":"Elvira Kalenjuk, Stella Laletas, Pearl Subban, Sue Wilson","doi":"10.1080/19404158.2021.1999997","DOIUrl":"https://doi.org/10.1080/19404158.2021.1999997","url":null,"abstract":"ABSTRACT The aim of this scoping review was to systematically map and summarise recent peer-reviewed research on children with dysgraphia between 2015 and May 2021. The research included the perspectives of children, carers, and educators. Dysgraphia is a largely unrecognised specific learning disorder (SLD) in writing that manifests as a disability in handwriting, spelling, and/or composition skills during child development. Data from 77 studies from across five databases were charted to address four key questions and to direct future research. The findings included: (1) limited representations of participants using mostly quantitative methods; (2) children aged 9–14 as suitable for research recruitment; (3) thematic prevalence such as handwriting, spelling, and technology; and (4) low rates of international research output. Thus, future research may focus on compositional difficulties or research participants (children with dysgraphia, carers, and educators) sharing their lived experiences of dysgraphia. This may lead to improved awareness, professional development, and enhanced teacher resources.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"19 - 63"},"PeriodicalIF":0.9,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42791739","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: 3
Parents can accurately and reliably administer an online dyslexia evaluation tool 家长可以准确可靠地管理在线阅读障碍评估工具
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-11-19 DOI: 10.1080/19404158.2021.1999996
D. P. Hurford, A. Wines
{"title":"Parents can accurately and reliably administer an online dyslexia evaluation tool","authors":"D. P. Hurford, A. Wines","doi":"10.1080/19404158.2021.1999996","DOIUrl":"https://doi.org/10.1080/19404158.2021.1999996","url":null,"abstract":"ABSTRACT The purpose of the present study was to examine the potential that parents could effectively administer an online dyslexia evaluation tool (ODET) to their children. To this end, four groups consisting of parents and trained staff were compared. Sixty-three children (36 females and 27 males) participated. The children in each group were assessed twice. In the Parent–Parent group, children were assessed at Time 1 and 2 by their parents, in the Parent-Professional group children were assessed at Time 1 by their parents and Time 2 by trained staff, in the Professional–Parent group children were assessed at Time 1 by trained staff and Time 2 by their parents and in the Professional–Professional group, children were assessed at Time 1 and Time 2 by trained staff. The results indicated that parents performed nearly identically to trained professionals, suggesting that parents could reliably administer the ODET.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"27 1","pages":"1 - 17"},"PeriodicalIF":0.9,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44031057","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
What we have learned: implementing MiniLit as an intervention with young struggling readers 我们所学到的：实施MiniLit作为对年轻挣扎读者的干预
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-07-03 DOI: 10.1080/19404158.2021.1989605
Meree Reynolds, J. Buckingham, Alison Madelaine, Sarah Arakelian, Nicola Bell, Simmone Pogorzelski, Robyn Wheldall, K. Wheldall
{"title":"What we have learned: implementing MiniLit as an intervention with young struggling readers","authors":"Meree Reynolds, J. Buckingham, Alison Madelaine, Sarah Arakelian, Nicola Bell, Simmone Pogorzelski, Robyn Wheldall, K. Wheldall","doi":"10.1080/19404158.2021.1989605","DOIUrl":"https://doi.org/10.1080/19404158.2021.1989605","url":null,"abstract":"ABSTRACT Information about effective interventions for students with early reading difficulties is essential when deciding about how best to provide support. MiniLit, a small-group intervention for young struggling readers, was released in 2011 after several years of development and trials. This paper provides a rationale for MiniLit, a brief history of its development and implementation, and a summary of evidence collected from various efficacy studies. Pre- and post-test group data from program trials and experimental research indicate that MiniLit has produced large gains in students’ phonemic awareness, phonic decoding, word reading, and spelling. Experimental studies yielded lower effect sizes than program trials for phonic decoding and word reading skills, with effect sizes for these dimensions in the medium or large range. Program revisions in response to evidence from studies, feedback from practitioners, and findings from recent research about early reading have been undertaken, resulting in the development of MiniLit Sage.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"113 - 125"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812557","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: 1
An exploratory study of students with dyslexia in a mixed online and on-campus environment at an Australian regional university 澳大利亚一所地区大学在网络和校园混合环境中对阅读障碍学生的探索性研究
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-07-03 DOI: 10.1080/19404158.2021.1991406
Christina Maurer-Smolder, Susan Hunt, Shane Parker
{"title":"An exploratory study of students with dyslexia in a mixed online and on-campus environment at an Australian regional university","authors":"Christina Maurer-Smolder, Susan Hunt, Shane Parker","doi":"10.1080/19404158.2021.1991406","DOIUrl":"https://doi.org/10.1080/19404158.2021.1991406","url":null,"abstract":"ABSTRACT Research suggests that tertiary students with dyslexia are less likely to achieve high or passing marks in their studies than students without dyslexia. The aim of this investigation was to discover the nature of barriers faced by students with dyslexia at an Australian regional university where two thirds of the overall population had a distance component to their study. First, a validated survey was used to recruit students for interview. Second, a varied sample of twelve students was selected for participation in hour-long semi-structured interviews. Themes that emerged from the data are related to time and effort, videos and lectures, skills and assessment and services and adjustments. Findings of the study underscore the need for educators to rethink the effectiveness of traditional models for supporting students with dyslexia. Implications toward more inclusive practice in the teaching of university students with dyslexia in a mixed online and on-campus environment are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"127 - 151"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47445238","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: 1
“Between exclusion and inclusion”: emotional and professional aspects of how teachers with writing difficulties cope “在排斥和包容之间”：有写作困难的教师如何应对的情感和专业方面
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-07-03 DOI: 10.1080/19404158.2021.1996411
Shirley Har-Zvi, Merav Salkovsky, M. Feldman
{"title":"“Between exclusion and inclusion”: emotional and professional aspects of how teachers with writing difficulties cope","authors":"Shirley Har-Zvi, Merav Salkovsky, M. Feldman","doi":"10.1080/19404158.2021.1996411","DOIUrl":"https://doi.org/10.1080/19404158.2021.1996411","url":null,"abstract":"ABSTRACT This qualitative phenomenological study based on semi-structured interviews examined authentic experiences of teachers with essential difficulties in handwriting and spelling to consider the emotional and professional aspects of how they cope in the educational system. Twenty such teachers participated. Findings revealed three discourse circles – school, family, and intra-personal – along an exclusion-inclusion axis. Experiences that reconstructed a sense of failure generated an excluding, harmful discourse; empowering experiences generated an inclusive one. The present paper focuses only on the school discourse circle and illuminates how past school-day experiences influence and shape how the teachers function today professionally and emotionally. An additional observation was that the personal familiarity of the participants with this experience allowed them to better empathize with students who shared it and help them overcome them. The importance of inclusive discourse is underscored and ways to strengthen it are suggested.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"179 - 197"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45493880","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
Differences in oral language growth between children with and without literacy difficulties: evidence from early phases of learning to read and spell in Greek 识字困难儿童和无识字困难儿童的口语增长差异：希腊语阅读和拼写学习早期阶段的证据
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-07-03 DOI: 10.1080/19404158.2021.1961160
Apostolos Kargiotidis, Ioannis Grigorakis, Angeliki Mouzaki, George Manolitsis
{"title":"Differences in oral language growth between children with and without literacy difficulties: evidence from early phases of learning to read and spell in Greek","authors":"Apostolos Kargiotidis, Ioannis Grigorakis, Angeliki Mouzaki, George Manolitsis","doi":"10.1080/19404158.2021.1961160","DOIUrl":"https://doi.org/10.1080/19404158.2021.1961160","url":null,"abstract":"ABSTRACT The present study examined oral language growth differences in a sample of 256 Greek-speaking children with and without literacy difficulties (LD), during the first two elementary grades. Measures of vocabulary, phonological awareness (PA), morphological awareness (MA), and rapid automatized naming (RAN) were administered in both grades for the assessment of oral language growth. Reading skills were individually assessed in grade 1 and together with spelling in grade 2. Results showed that PA, MA, and RAN growth differed between children with and without LD. Furthermore, children with spelling difficulties, either single or mixed with reading difficulties, presented a slower MA growth rate than children with single reading difficulties. These findings are informative of the early prognosis and intervention of LD.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"89 - 112"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2021.1961160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49269042","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: 4
Adults with dyslexia: A snapshot of the demands on adulthood in Australia 患有阅读障碍的成年人:澳大利亚成年人需求的快照
IF 0.9
Australian Journal of Learning Difficulties Pub Date : 2021-07-03 DOI: 10.1080/19404158.2021.1991965
Shae Wissell, L. Karimi, T. Serry
{"title":"Adults with dyslexia: A snapshot of the demands on adulthood in Australia","authors":"Shae Wissell, L. Karimi, T. Serry","doi":"10.1080/19404158.2021.1991965","DOIUrl":"https://doi.org/10.1080/19404158.2021.1991965","url":null,"abstract":"ABSTRACT This study explored the educational and employment profiles and the psychosocial wellbeing of 65 Australian adults with dyslexia. Participants were also asked about their age at diagnosis of dyslexia. These domains have been under studied in the Australian adult dyslexic community. Data was collected using an anonymous online two-part survey. Part one was purpose-designed to collect personal and demographic information in line with the study’s aims. Part two comprised the standardised Warwick-Edinburgh Mental Wellbeing Scales (WEMWBS). Results revealed that participants’ educational attainments and employment profiles closely reflected those of the general Australian community. Age at diagnosis was highly variable ranging from adolescence to over 50. Based on the normative data from the WEMWBS, participants had significantly lower levels of mental wellbeing. Results suggest that despite many participants meeting key external markers of success, many appear to do so under personal and psychological strain.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"26 1","pages":"153 - 166"},"PeriodicalIF":0.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43939441","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: 3
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