From 2008, the LDA journal, the Australian Journal of Learning Disabilities, has been renamed the Australian Journal of Learning Difficulties, and is published by Taylor and Francis,
international journal publishers. The first issue under the new name is Volume 13, No 1,
which was released in June 2008. There are two issues of the Journal each year.
For members of LDA, the membership fee includes a subscription to the Australian Journal
of Learning Difficulties.
For non-members of LDA, subscriptions to the Journal are available through Taylor and
Francis. Institutional rates include print and online access or online access only. Personal
rates include print only.
All enquiries regarding subscriptions should be addressed to:
Taylor and Francis Australia
Level 2, 11 Queens Road, Melbourne Vic 3004 Australia
Telephone: 03 9866 2811
For further information on online subscriptions and instructions for submissions to the
Journal, go to www.informaworld/AJLD
NOTE: LDA members can access complete back issues of the LDA Journal from 1997 in the Members Only Section.
Latest issue: Volume 16, Number 2, October 2011
Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year (pages 85-110)
The relationship between speech impairment, phonological awareness and early literacy development (pages 111-125)
Judy Harris, Nicola Botting, Lucy Myers, and Barbara Dodd
Early identification of young struggling readers: Preliminary benchmarks for intervention for students in years one and two in schools in New South Wales (pages 127-143)
Meree Reynolds, Kevin Wheldall, and Alison Madelaine
Recognising language impairment in secondary school student populations (pages 145-158)
Julia Starling, Natalie Munro, Leanne Togher, and Joanne Arciuli
A contemporary review of the definition, prevalence, identification and support of learning disabilities in Australian schools (pages 159-180)
Jason L. Skues and Everarda G. Cunningham
Living with dyslexia (pages 181-182)
Reviewed by Genevieve M. McArthur
Addressing the unproductive classroom behaviours of students with special needs (pages 182-183)
Reviewed by Debora Morita Kagohara
Promoting executive function in the classroom (pages 183-185)
Reviewed by Selda Ozdemir
Volume 11, Issue 3, 2006
Proceedings of the Annual Conference of Learning Difficulties Australia 2006