LDA is an association of teachers and other professionals dedicated to assisting students with learning difficulties through effective teaching practices based on scientific research.
LDA and AJLD Annual Awards
The LDA and AJLD Awards are designed to recognise outstanding work and dedication in the field of learning difficulties.
LDA AGM and Award Presentations – September 2018
LDA Members and guests attended LDA’s AGM and conferring of the 2018 LDA and AJLD Awards. LDA was delighted to present:
The LDA AJLD Eminent Researcher Award to Professor Kate Nation,
The Mona Tobias Award to Alison Clark,
The Bruce Wicking Award to Ray Boyd,
And the inaugural Rosemary Carter Award to Fay Tran.
Click here to read about the 2018 LDA and AJLD Award winners.
Click here to read about previous LDA Award winners.
Click here to read about previous AJLD award winners.
Click here to read about the first annual Rosemary Carter Award.
Click here for general information about these awards.
September 2018 – LDA National Tour with Dr Kate Nation
LDA was honoured to host Kate Nation who presented Reading and Comprehension Difficulties: research-practice links and applications for the classroom.
Kate Nation is Professor in Experimental Psychology and Fellow of St. John’s College, Oxford, Director of ReadOxford, and Partner Investigator, Australian Research Council Centre for Excellence in Cognition and its Disorders, and winner of LDA’s 2018 Eminent Researcher Award. 385 attended this very successful tour either in Melbourne, Adelaide, or Sydney, to hear Kate consider the complexity of reading by contracting meaning from print, highlighting why children may struggle to understand what they read and discuss the evidence-based interventions for children with poor reading comprehension.
Click here to learn more about Kate and ReadOxford, their research, and what is For Schools, For Parents and For Kids.
LDA Members can access Kate Nation’s presentation notes in the LDA website Members’ Area
October in Perth – LDA presents:
Spelling: Beyond the Alphabetic Principle
Sarah Asome is a dyslexia specialist and the Learning Support Leader at Bentleigh West Primary School in Victoria. She has been instrumental in leading change at BWPS, which has led to a signiﬁcant increase in their students’ literacy levels, with the 2018 NAPLAN results now placing BWPS as a high performing school. Sarah also continues to support many colleagues state and nationwide in implementing evidence-based literacy instruction in their schools. In 2015, Sarah Asome was awarded ‘Outstanding Primary Teacher in the VEEA awards. Sarah is featured in “Outside the Square“, a DVD resource for teachers, and in 2017 appeared on Insight – ‘A teacher Who Changed My Life’. Sarah regularly presents at state and national conferences in relation to literacy and dyslexia. She is an inspirational ball of energy and passion.
Click here for further information.
LDA Australian Journal of Learning Difficulties
Dr Tanya Serry, senior lecturer at La Trobe University, is the new Editor of LDA’s Journal of Learning Difficulties. Tanya’s research and teaching focuses on the literacy, language and learning difficulties among students from the early years through to tertiary students, and her expertise in the area of learning difficulties is well aligned with the vision of LDA and the Journal. Members of LDA have free access to previous, current and upcoming issues and articles of the Journal, as well as receiving a print copy of each issue in the mail.
Click here to learn more about Tanya Serry.
Other upcoming LDA Events
Click here for Conference & Seminar information.
Ending the Reading Wars: Reading Acquistion From Novice to Expert
Continuing public interest questioning how children learn to read and a
review of reading science research, and a look at how the research makes its
way into classrooms is the topic of the recently published and acclaimed
article written by LDA President Anne Castles, Kathleen Rastle and Kate
Nation; 'Ending the Reading Wars: Reading Acquisition From Novice to
Expert'. There remains a wide gap between the state of research knowledge
about learning to read and the state of public understanding, which has
resulted in decades of the “reading wars”. The aim of this article is to
fill this gap.
This is a must read for all. Free download here. Ending the Reading Wars: Reading Acquistion from Novice to Expert
Professor Maggie Snowling - Dyslexia, Language and Learning to Read
Professor Maggie Snowling, President of St John's College Oxford and Professor of Psychology at the University of Oxford, recently visited Australia and spoke at the Australian National University on ‘Dyslexia, Language and Learning to Read’ on 25th July, 2017, to a sold out crowd.
Additional information on Professor Snowling’s esteemed career and research, and details of her Australian ANU presentation can be viewed here.
LDA is very grateful to Professor Snowling, and the ANU, for granting permission to provide an audio of this event for LDA.
National Year 1 Phonics Screen
The Federal Education Minister, Senator Simon Birmingham, announced a "Phonics Screen" check for Year 1 students. Research supports evidence-based reading instruction and specifically, the explicit teaching of phonics in the early years of school.
LDA strongly supports this federal initiative as an opportunity for early identification and lifting the performance of struggling beginner readers. Click here to see DDOLL network letter of endorsement.
Click here to read more about the Phonics Screen and phonics research resources.
The Centre for Independent Studies published Read About It: Scientific Evidence for Effective Teaching of Reading by Kerry Hempenstall, edited by Jennifer Buckingham, focusing on the large and rigorous body of scientific evidence from the 1960’s to 2015, identifying the key elements of high quality reading instruction and demonstrating that explicit instruction methods are the most effective way of teaching reading, especially for novice readers and children at-risk of reading failure. Available at: https://www.cis.org.au/publications/research-reports/read-about-it-scientific-evidence-for-effective-teaching-of-reading
FIVE from FIVE - The Centre for Independent Studies (CIS), FIVE from FIVE project aims to improve literacy levels by bridging the gap between evidence-based research on reading instruction, policy, and practice. LDA has joined the FIVE from FIVE Alliance to help every child receive the most effective reading instruction from their first day at school.
The FIVE from FIVE website is http://www.fivefromfive.org.au/ – is a resource for teachers, principals, parents and policy makers with up-to-date credible evidence-based information.
Is Reading Recovery failing the New Zealand Literacy Strategy - what is the evidence?
Click here for the recently published NSW evaluation of Reading Recovery and relevant Reading Recovery resources.
Click here for an excellent 08/02/16 interview on Radio National with Professor James Chapman: "Is Reading Recovery Working?"
To hear LDA’s President Dr Lorraine Hammond’s 15/02/16 interview on Radio National in relation to teaching reading systematically and effectively, Click here
The National Curriculum
Winter 2018 issue of LDA Bulletin now FREE to download!
Take advantage of LDA’s special offer to non-members of LDA to download the Winter 2018 issue of the LDA Bulletin. Click here to download.
Members of LDA can access back issues of the Bulletin from the Members Only section of this website. To join LDA, click here.
No 2, Winter 2018
No 1, May 2018
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NOTE: LDA Members can access complete back issues of these publications and pre-publication Journal articles when logged into the LDA Members Only section, via the latest articles item in the Taylor & Francis main menu.
LDA is presenting Spelling: Beyond the Alphabetic Principle in Perth, Saturday 20 October 2018, with Sarah Asome.
LDA is exceptionally pleased Sarah Asome, who is a highly qualified dyslexia specialist and Learning Support Leader at Bentleigh West Primary School in Victoria,leading change to at BWPS to significantly raise students' literacy levels with their 2018 NAPLAN results placing BWPS as a high performing school - is presenting this professional learning session. Charlotte Andrist has had to cancel her Australian visit owing to poor health.
This session will present a systematic explicit evidence-based approach to teaching spelling, focusing on teaching spelling as a ‘process’, based on the structure of the English Language including phonology, syllabication (structural analysis) and morphology. Explanatory session notes and hands-on practice will be provided.
Click here for full details and to register
August 2017 - From the Lab to the Classroom: New Directions in Dyslexia Research
Professor Maryanne Wolf, internationally acclaimed reading researcher, Director of the Center for Reading and Language and Associate Professor Child Development at Tufts University presented some of the most transformative studies in neuroscience-based research on dyslexia in the past two years, highlighting the translation of findings into insights for the classroom.
Click here for further Maryanne Wolf biographical information, publications
Click here to read Maryanne Wolf’s 2013 A Literate Nation White Paper
March 2015 – LDA National Tour with Dr Louisa Moats
Dr Louisa Moats, LDA Eminent Researcher, has contributed widely to reading and spelling instruction knowledge, writing extensively on the importance of code-based literacy instruction and better teacher preparation.
Click here to read Lousia Moats article Systematic, not "balanced" instruction in the October 2014 LDA Bulletin.
Click here for Louisa Moats significant paper Teaching Reading Is Rocket Science and more Louisa Moats Resources.
LDA’s revitalised book shop has a limited number of purposely chosen books, focusing on books founded on evidence-based research and which bridge the gap between the research and practical teaching resources for school administrators, classroom teachers, school support staff, and those who teach individual students.
Professional Learning and Courses
A Free Online Course, Supporting Children with Difficulties in Reading and Writing Click here for details.
A new online course in teaching systematic synthetic phonics & its integration with wider reading, spelling and writing.
Click here for details.