Australian Journal of Learning Difficulties最新文献_第7页

Australian adolescent boys with attention deficit/hyperactivity disorder (AD/HD): teacher and teaching factors that assess the efficacy of reducing unwanted behaviours within the classroom environment 澳大利亚患有注意力缺陷/多动障碍（AD/HD）的青春期男孩：评估减少课堂环境中不良行为效果的教师和教学因素

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Australian Journal of Learning Difficulties Pub Date : 2018-01-02 DOI: 10.1080/19404158.2017.1393626

K. Gibbs

引用次数: 5

A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective 澳大利亚教育系统中非语言学习障碍（NVLD）的评估和干预模型：教育和发展心理学家的视角

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Australian Journal of Learning Difficulties Pub Date : 2018-01-02 DOI: 10.1080/19404158.2018.1467936

Celia Brenchley, S. Costello

{"title":"A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective","authors":"Celia Brenchley, S. Costello","doi":"10.1080/19404158.2018.1467936","DOIUrl":"https://doi.org/10.1080/19404158.2018.1467936","url":null,"abstract":"Abstract Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between funding for intervention within the school and the requirements from the assessment authority in each state for special provision mean that a cohesive model is required for school professionals to guide education for NVLD students. This is particularly important to enable access to tertiary education. A flow-chart model of assessment and intervention for the Australian education system is demonstrated, which draws on two case studies (“Katie” currently attending university and “Jamie” currently in year 8) with the provision of Australian and International research and literature to validate the model.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"67 - 86"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2018.1467936","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41690414","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

Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study 唐氏综合症儿童在参加MultiLit阅读辅导计划前后的共同阅读行为：一项探索性研究

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Australian Journal of Learning Difficulties Pub Date : 2018-01-02 DOI: 10.1080/19404158.2017.1367948

Lisa Lim, J. Arciuli, Natalie Munro

{"title":"Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study","authors":"Lisa Lim, J. Arciuli, Natalie Munro","doi":"10.1080/19404158.2017.1367948","DOIUrl":"https://doi.org/10.1080/19404158.2017.1367948","url":null,"abstract":"Abstract This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"31 - 51"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1367948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43877213","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

Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers* 教师对语音的使用、语言结构的知识以及与初读者相关的首选单词识别提示*

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Australian Journal of Learning Difficulties Pub Date : 2018-01-02 DOI: 10.1080/19404158.2018.1467937

J. Chapman, Keith T. Greaney, Alison Arrow, W. Tunmer

{"title":"Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers*","authors":"J. Chapman, Keith T. Greaney, Alison Arrow, W. Tunmer","doi":"10.1080/19404158.2018.1467937","DOIUrl":"https://doi.org/10.1080/19404158.2018.1467937","url":null,"abstract":"Abstract New Zealand’s approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from 666 primary school teachers were analysed. We also assessed knowledge of the basic language constructs related to early reading success with 55 teachers participating in a professional development program on literacy teaching. A word identification prompt task based on six common word error scenarios experienced by beginning readers was also administered. Results of the phonics survey revealed that 90% of teachers indicated they used phonics in their literacy instruction. Knowledge of basic language constructs was variable: phonological and phonemic knowledge were generally good, but understanding of phonic and morphological constructs was relatively weak. Only 40% of initial word identification prompts were focussed on word-level information; the remainder (60%) were based on context or were non-specific. The implications of these findings for beginning readers are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"23 1","pages":"104 - 87"},"PeriodicalIF":0.9,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2018.1467937","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48299710","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: 11

Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders 视频自我建模作为治疗自闭症谱系障碍儿童书写障碍的干预措施

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Australian Journal of Learning Difficulties Pub Date : 2017-07-03 DOI: 10.1080/19404158.2017.1397525

Geri Harris, S. G. Little, Angeleque Akin-Little

{"title":"Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders","authors":"Geri Harris, S. G. Little, Angeleque Akin-Little","doi":"10.1080/19404158.2017.1397525","DOIUrl":"https://doi.org/10.1080/19404158.2017.1397525","url":null,"abstract":"Abstract A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7–8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"153 - 170"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1397525","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49265837","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

Does learning the alphabet in kindergarten give children a head start in the first year of school? A comparison of children’s reading progress in two first grade classes in state and Montessori schools in Switzerland 在幼儿园学习字母表是否能让孩子们在入学的第一年有一个良好的开端?瑞士国立学校和蒙特梭利学校两个一年级班级儿童阅读进展的比较

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Australian Journal of Learning Difficulties Pub Date : 2017-07-03 DOI: 10.1080/19404158.2017.1399913

Judy Elben, T. Nicholson

引用次数: 3

Links between early oral narrative and decoding skills and later reading in a New Zealand sample* 新西兰样本中早期口头叙述和解码技能与后期阅读之间的联系*

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Australian Journal of Learning Difficulties Pub Date : 2017-07-03 DOI: 10.1080/19404158.2017.1399914

E. Schaughency, S. Suggate, E. Reese

引用次数: 15

Does linguistic comprehension support the decoding skills of struggling readers? 语言理解是否支持困难读者的解码技能?

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Australian Journal of Learning Difficulties Pub Date : 2017-07-03 DOI: 10.1080/19404158.2017.1389760

Michele Anne Blick, T. Nicholson, J. Chapman, J. Berman

引用次数: 2

To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies? 与语音拼写策略相比，采用“看、说、盖、写、检查、固定”策略学习单词能在多大程度上提高儿童的拼写水平?

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Australian Journal of Learning Difficulties Pub Date : 2017-07-03 DOI: 10.1080/19404158.2017.1398766

S. Dymock, T. Nicholson

{"title":"To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies?","authors":"S. Dymock, T. Nicholson","doi":"10.1080/19404158.2017.1398766","DOIUrl":"https://doi.org/10.1080/19404158.2017.1398766","url":null,"abstract":"Abstract The ubiquitous weekly spelling test assumes that words are best learned by memorisation and testing but is this the best way? This study compared two well-known approaches to spelling instruction, the rule based and visual memory approaches. A group of 55 seven-year-olds in two Year 3 classrooms was taught spelling in small groups for three lessons a week, 20-min per lesson, over ten weeks. In the first intervention, students learned statistically likely spelling strategies for vowel sounds, syllable breaking strategies, and the doubling rule. In the second intervention, students used a look, say, cover, write, check, fix strategy, listed words in alphabetical order, and wrote them in sentences. The control group completed non-spelling activities. Results showed that although both intervention groups learned to spell taught words better than the control group, the rule-based approach had greater transfer to spelling of new words for both proficient and less proficient spellers.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"171 - 187"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1398766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194561","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: 9

Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile 在小学阶段，哪种阅读干预对谁有利?将干预与阅读档案相匹配

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Australian Journal of Learning Difficulties Pub Date : 2017-07-03 DOI: 10.1080/19404158.2017.1379027

J. Munro

{"title":"Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile","authors":"J. Munro","doi":"10.1080/19404158.2017.1379027","DOIUrl":"https://doi.org/10.1080/19404158.2017.1379027","url":null,"abstract":"Abstract Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study examines the effectiveness of each pathway for 902 underachieving students in their second to fifth years of primary education. The students differed in their reading profiles. The interventions were implemented in a regular school context. Intervention in the three pathways improved reading accuracy and comprehension for both the younger (Years 2 and 3) and older (Years 4 and 5) age groups. The pattern in accuracy gains across the three pathways was similar for each group, with the older students making smaller gains. Reading profiles influenced the rate or amount of gain. For comprehension, the phonological and oral language pathways yielded higher gains for both age groups than the orthographic pathway. The most at-risk students showed the highest gains. The implications for intervention are discussed.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"22 1","pages":"133 - 151"},"PeriodicalIF":0.9,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2017.1379027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938919","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