Australian Journal of Learning Difficulties最新文献_第9页

Lessons from the reading brain for reading development and dyslexia* 阅读大脑对阅读发展和阅读障碍的启示*

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Australian Journal of Learning Difficulties Pub Date : 2016-07-02 DOI: 10.1080/19404158.2016.1337364

M. Wolf, Catherine Ullman-Shade, S. Gottwald

引用次数: 4

Prevalence and pattern of learning difficulties in primary school students in Jordan 约旦小学生学习困难的患病率和模式

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Australian Journal of Learning Difficulties Pub Date : 2016-07-02 DOI: 10.1080/19404158.2017.1287104

Bashir Abu-Hamour, Hanan Al-Hmouz

引用次数: 13

Efficacy of an evidence-based literacy preparation program for young children beginning school 以证据为基础的幼儿识字准备计划的成效

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Australian Journal of Learning Difficulties Pub Date : 2016-01-02 DOI: 10.1080/19404158.2016.1189443

Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, K. Wheldall

{"title":"Efficacy of an evidence-based literacy preparation program for young children beginning school","authors":"Robyn Wheldall, Katharine Glenn, Sarah Arakelian, Alison Madelaine, Meree Reynolds, K. Wheldall","doi":"10.1080/19404158.2016.1189443","DOIUrl":"https://doi.org/10.1080/19404158.2016.1189443","url":null,"abstract":"Abstract This study aimed to provide evidence regarding the efficacy of an early literacy preparation program, PreLit, designed to improve the skills of young Australian children. Participants comprised 240 children in eight schools attending their first year of schooling. Children in the four experimental group schools received instruction in the program while children in the four comparison group schools continued with typical literacy activities in their classrooms. All children were assessed on measures of emergent literacy and language skills prior to and following intervention. It was found that 91% of students were in the bottom quartile for phonological awareness at pre-test. While neither the children nor their schools were randomly allocated to groups, the mean scores for the two groups were very similar at pre-test on all measures. Analyses showed that although the means for the two groups were not statistically different on any of the measures at post-test, significantly fewer students in experimental schools remained in the bottom quartile and more moved into the top quartile for phonological awareness skills, compared with students in the comparison schools. Fine grain analyses, taking into account additional qualitative data about the schools, helped to clarify these findings.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"21 - 39"},"PeriodicalIF":0.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2016.1189443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129009","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

Reading comprehension intervention for high-functioning children with autism spectrum disorders 自闭症谱系障碍高功能儿童的阅读理解干预

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Australian Journal of Learning Difficulties Pub Date : 2016-01-02 DOI: 10.1080/19404158.2016.1190770

G. Woolley

引用次数: 3

Schwartz’s response to Chapman and Tunmer’s analysis of reading recovery data: Whose ideology and whose politics? 施瓦茨对查普曼和图默阅读复苏数据分析的回应:谁的意识形态和谁的政治?

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Australian Journal of Learning Difficulties Pub Date : 2016-01-02 DOI: 10.1080/19404158.2016.1202847

J. Chapman, W. Tunmer

引用次数: 1

Parents’ experiences of their children’s supplementary reading intervention: A qualitative exploration 家长对孩子辅助阅读干预的体验:质性探索

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Australian Journal of Learning Difficulties Pub Date : 2016-01-02 DOI: 10.1080/19404158.2015.1128452

T. Serry, P. Liamputtong, M. Rose, L. Bretherton

{"title":"Parents’ experiences of their children’s supplementary reading intervention: A qualitative exploration","authors":"T. Serry, P. Liamputtong, M. Rose, L. Bretherton","doi":"10.1080/19404158.2015.1128452","DOIUrl":"https://doi.org/10.1080/19404158.2015.1128452","url":null,"abstract":"Abstract We examined the lived experiences of twelve parents of low-progress readers. Parents were recruited from five state schools in Melbourne and each participated in individual interviews. Analyses revealed that most children received Reading Recovery which was the first and often only option. Parents were divided regarding satisfaction with their children’s reading outcomes following this program. Sources of dissatisfaction included: a waiting list for commencement of intervention, the sudden cessation of Reading Recovery based on the 100-session limit, and Reading Recovery’s theoretical orientation towards constructivist principles. Half the parents independently sought external reading intervention from conventional and non-conventional service providers. Moreover, many parents encountered a personal toll related to their children’s reading difficulty. This study highlights the needs of parents who are important stakeholders in the management of low-progress readers. Our findings call for a more systematic, integrated and mindful approach between educators, policy makers and parents of low-progress readers.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"21 1","pages":"20 - 3"},"PeriodicalIF":0.9,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1128452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129275","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

Effective re-teaching 有效re-teaching

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Australian Journal of Learning Difficulties Pub Date : 2015-07-03 DOI: 10.1080/19404158.2015.1089917

Anne Bellert

{"title":"Effective re-teaching","authors":"Anne Bellert","doi":"10.1080/19404158.2015.1089917","DOIUrl":"https://doi.org/10.1080/19404158.2015.1089917","url":null,"abstract":"This review focuses on the topic of re-teaching within a formative cycle of instruction, in regular classroom settings. Although re-teaching is assumed integral to effective teaching, learning, and formative assessment, effective re-teaching is but scantly described in pedagogical literature and has been neglected in empirical research. Teachers and school systems seeking to improve student achievement, especially for lower-achieving students, would be well-served by more information and evidence about effective re-teaching. Accordingly, this review follows a defined and replicable protocol, using four questions to explore the extent and detail of existing information about re-teaching and use this information as the basis for suggestions of approaches and strategies for effective re-teaching. The importance of effective re-teaching for students with learning difficulties is emphasised and the potential benefits of effective re-teaching on academic self-concept and motivation for students, and on teacher effectiveness, are discussed. Collecting evidence from practice and the need to quantify the effectiveness of re-teaching are proposed as key aspects of future research and development.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"163 - 183"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1089917","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60128989","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: 10

What kinds of things cause children’s reading difficulties? 什么样的事情会造成孩子的阅读困难?

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Australian Journal of Learning Difficulties Pub Date : 2015-07-03 DOI: 10.1080/19404158.2015.1114000

M. Coltheart

引用次数: 13

What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia 一个词有什么意思?澳大利亚专家使用“阅读障碍”一词的知识、观点和经验

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Australian Journal of Learning Difficulties Pub Date : 2015-07-03 DOI: 10.1080/19404158.2015.1089916

T. Serry, L. Hammond

{"title":"What’s in a word? Australian experts’ knowledge, views and experiences using the term dyslexia","authors":"T. Serry, L. Hammond","doi":"10.1080/19404158.2015.1089916","DOIUrl":"https://doi.org/10.1080/19404158.2015.1089916","url":null,"abstract":"The purpose of this study was to examine Australian learning difficulties specialists’ knowledge about, and the use of, the term dyslexia. An online survey was constructed based on a current definition of, and evidence about, dyslexia and distributed to members of relevant professional associations. A total of 179 participants responded to the survey. Statistical tests were used to identify significant differences in questionnaire scores between a number of demographic subgroups which included special professional interest group, professional discipline, years of experience and engagement in reading-related university study. Results indicated that these Australian professionals all possess a similar and generally high level of accurate research-based knowledge about dyslexia and how to support individuals with significant reading issues. However, while affirming the relevancy of the term dyslexia in their professional work, most participants preferred another term and favoured a combination of words including reading, learning and the less pejorative term difficulty as opposed to disability. As the term dyslexia is commonly used by Australian educators, policy-makers, support organisation and parents to make decisions about the support individuals receive, an understanding of what is currently understood by this label is critical.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"143 - 161"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1089916","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60128937","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: 12

A follow-up study of graduates with learning disabilities from a college of education: impact of the disability on personal and professional life 某教育学院学习障碍毕业生的跟踪研究:学习障碍对个人和职业生活的影响

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Australian Journal of Learning Difficulties Pub Date : 2015-07-03 DOI: 10.1080/19404158.2015.1112296

Susie Russak, Ariella Daniel Hellwing

{"title":"A follow-up study of graduates with learning disabilities from a college of education: impact of the disability on personal and professional life","authors":"Susie Russak, Ariella Daniel Hellwing","doi":"10.1080/19404158.2015.1112296","DOIUrl":"https://doi.org/10.1080/19404158.2015.1112296","url":null,"abstract":"The present study examined three issues connected to the experiences of graduates with learning disabilities (LD) from a college of education (N = 45): support services that had been most beneficial during studies, positive and negative effects of the disability on personal, and professional life. Additionally, demographic data were collected. A semi-structured retrospective interview was used. The most significant support services recalled were academic including academic literacy and organizational and management skills. The graduates reported positive and negative effects of the LD on personal and professional life. Affective skills were perceived as having positive effects, whereas cognitive skills were perceived as having negative effects. This trend occurred in both personal and professional life. Compensatory strategies were mentioned as a reframing mechanism to conceptualize weaknesses as strengths and advantages. As increasing numbers of students with LD are entering fields of education, gaining insight into how to facilitate successful inclusion in higher education and the work force is essential.","PeriodicalId":44419,"journal":{"name":"Australian Journal of Learning Difficulties","volume":"20 1","pages":"185 - 200"},"PeriodicalIF":0.9,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19404158.2015.1112296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60129172","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