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Australian Journal of Learning Difficulties, Vol 23, No 1, 2018

 

CONTENTS

Editorial

Wendy Moore

DOI: 10.1080/19404158.2018.1482933

Managing reading and related literacy difficulties: University students’ perspectives
Tanya Serry, Jennifer Oates, Priscilla Ennals, Annie Venville, Anne Williams, Ellie Fossey & Gillian Steel
DOI: 10.1080/19404158.2017.1341422

Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study
Lisa Lim, Joanne Arciuli & Natalie Munro
DOI: 10.1080/19404158.2017.1367948

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
Kathryn Gibbs
DOI: 10.1080/19404158.2017.1393626

A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective
Celia Brenchley & Shane Costello
DOI: 10.1080/19404158.2018.1467936

Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers
James W. Chapman, Keith T. Greaney, Alison W. Arrow & William E. Tunmer
DOI: 10.1080/19404158.2018.1467937

 

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