Australian Journal of Learning Difficulties最新文献_第5页

Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention 使用听写练习和评估所教授的拼写和标点符号技能：二年级明确教学干预

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Australian Journal of Learning Difficulties Pub Date : 2020-01-02 DOI: 10.1080/19404158.2020.1752747

Sally Robinson-Kooi, L. Hammond

{"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}

引用次数: 4

Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants 教师与助教对注意缺陷多动障碍(ADHD)的认知与态度比较

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Australian Journal of Learning Difficulties Pub Date : 2020-01-02 DOI: 10.1080/19404158.2019.1709875

Charlotte W. Greenway, Alison Rees Edwards

{"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}

引用次数: 14

Australian preservice teachers and early reading instruction 澳大利亚职前教师和早期阅读教学

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Australian Journal of Learning Difficulties Pub Date : 2020-01-02 DOI: 10.1080/19404158.2020.1743730

L. Meeks, J. Stephenson

引用次数: 7

Educators’ perceptions of the impact of reading difficulties for young people 教育工作者对青少年阅读困难影响的看法

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Australian Journal of Learning Difficulties Pub Date : 2020-01-02 DOI: 10.1080/19404158.2020.1734952

Mary Claessen, Peta L. Dzidic, M. Boyes, N. Badcock, Mandy Nayton, S. Leitão

{"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}

引用次数: 5

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice 干预阅读障碍在巴西:在国际最佳实践的角度讨论范围审查

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Australian Journal of Learning Difficulties Pub Date : 2020-01-02 DOI: 10.1080/19404158.2019.1709216

R. Signor, Mary Claessen, S. Leitão

{"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}

引用次数: 3

Preventing a summer slide in reading – the effects of a summer school 防止暑期阅读下滑——暑期学校的影响

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Australian Journal of Learning Difficulties Pub Date : 2019-07-03 DOI: 10.1080/19404158.2019.1635499

T. Nicholson, Shanthi Tiru

引用次数: 5

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds 纵向阅读结果对来自不同文化、语言和社会经济背景的学生的以书为基础的全班干预的反应

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Australian Journal of Learning Difficulties Pub Date : 2019-07-03 DOI: 10.1080/19404158.2019.1640755

M. Lathouras, Marleen F. Westerveld, D. Trembath

{"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}

引用次数: 1

Design and development of a Malay word recognition intervention program for children with dyslexia 阅读障碍儿童马来语单词识别干预程序的设计与开发

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Australian Journal of Learning Difficulties Pub Date : 2019-07-03 DOI: 10.1080/19404158.2019.1661261

Lay Wah Lee

引用次数: 9

Performance of Australian children on the English Phonics Screening Check following systematic synthetic phonics instruction in the first two years of schooling 澳大利亚儿童在前两年接受系统合成语音教学后的英语语音筛查中的表现

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Australian Journal of Learning Difficulties Pub Date : 2019-06-28 DOI: 10.1080/19404158.2019.1635500

K. Wheldall, Nicola Bell, Robyn Wheldall, Alison Madelaine, Meree Reynolds

引用次数: 5

Becoming numerate: enduring theories, recent research, and current issues 变得数不胜数：经久不衰的理论、最近的研究和当前的问题