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Australian Journal of Learning Difficulties, Vol 19, No 2, November 2014

CONTENTS

What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education
Louisa Moats
DOI: 10.1080/19404158.2014.941093

Participation and experiences of students with dyslexia in higher education: a literature review with an Australian focus
Lois MacCullagh
DOI: 10.1080/19404158.2014.921630

What works: Evidence-based practice in education is complex, Australian Journal of Learning Difficulties
Kerry Hempenstall
DOI: 10.1080/19404158.2014.921631

University transition experiences of four students with dyslexia in New Zealand
Linda Rowan (2014)
DOI: 10.1080/19404158.2014.923478

Why is there so much resistance to Direct Instruction?
Fiona McMullen & Alison Madelaine
DOI: 10.1080/19404158.2014.962065

Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds
Wendy Moore, Lorraine Hammond & Tony Fetherston
DOI: 10.1080/19404158.2014.964992

Preliminary evidence for the validity of the new Test of Everyday Reading Comprehension
Kevin Wheldall & Sarah McMurtry
DOI: 10.1080/19404158.2014.979525

Book review: Visible learning and the science of how we learn
Peter Westwood
DOI: 10.1080/19404158.2014.922860

Book review: Visible learning and the science of how we learn
Jennifer Stephenson

DOI: 10.1080/19404158.2014.936332

 

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