Learning Difficulties Australia

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LDA Publications

The LDA Bulletin

The Journal: Australian Journal of Learning Difficulties

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The LDA Bulletin

The Learning Difficulties Australia Bulletin is a magazine-style publication in the area of learning difficulties for members of LDA. This publication contains a wide variety of information including short articles, reports, LDA updates, book reviews and information about upcoming professional development and conferences.

The LDA Bulletin is published three times a year.

The Bulletin team includes Dr Wendy Moore (editor) and Dr Pamela Snow, Dr Nicole Todd, Dr Robyn Wheldall, Dr Ros Neilson, Dr Molly de Lemos and Ms Alison McMurtrie.

NOTE: LDA Members can access complete back issues of the Bulletin in the Members Only Section.

Volume 50, No 2, Winter 2018

Special offer - Click here to download complete issue. 

- From the President - Anne Castle
- Council notes
- Can we teach Daniel to spell? - Jennifer Baker
- Cover Story - Spelling: a retrospective look at past research and practices - Peter Westwood
- Activities for Practising Spelling - Toxic to Helpful - Lyn Stone
- Spelling bees: a tool for improving literacy? - Nathaniel Swain
- Spelling Fact Sheet
- Ideology is dooming thousands of children to illiteracy - Jo Rogers
- Consultants' Report - Ann Ryan

 

Volume 50, No 1, Autumn 2018

Special offer - Click here to download complete issue.

- From the President - Anne Castles
- Council notes
- Autism Spectrum Disorder and Executive Functioning Skills
- Cover Story - Autism From Mind Blindness to Contect Blindness - Peter Vermeulen
- What can teachers do: the perspective of a person with autism - Jeanette Purkis with David Wilkins
- What can teachers do: a parent's perspective - David Wilkins with Josie Santomauro
- The emergent literacy skills of preschoolers on the autism spectrum
- How reliable are the early signs of autism?
- Chris Davidson remembered - Diane Barwood and Dick Weigal
- Consultants' Report - Ann Ryan
- Upcoming Professional Learning
    


 

Volume 49, No 3, Summer 2017

 

Special offer - Click here to download complete issue.

- From the President - Anne Castles
- LDA Award Winners for 2017
- Cover story: Leading by doing: Why the evidence is not enough - Chris Eveans
- Achieving whole-school support for students with learning difficulties - Robyn Wheldall
- Response to Intervention: The What, the How and the Why - Lyn Franklin
- A phonics check of another kind - Pamela Snow
- Book Review: Making sense on treatment choices - Alison Clarke
- Review of Professional Development Session: Teaching Morphology - Dr Lorraine Hammond
- Morphological Awareness: One piece of the literacy pie - International Dyslexia Association
- Review of literacy resource: The Huntsman's Lodge literacy series - Jan Roberts
- Specialist Teacher Consultants - Ann Ryan
    

Past issues (summaries)

Volume 50, No 2, Winter 2018

Volume 50, No 1, Autumn 2018

Volume 49, No 3, Summer 2017

Volume 49, No 2, Winter 2017

Volume 49, No 1, Autumn 2017

Volume 48, No 3, Spring 2016

Volume 48, No 2, Winter 2016

Volume 48, No 1, Autumn 2016

Volume 47, No 3, Summer 2015

Volume 47, No 2, Winter 2015

Volume 47, No 1, Autumn 2015

Volume 46, No 3 October 2014

Volume 46, No 1 & 2 May 2014

Volume 45, No 3, November 2013

Volume 45, No 2, September 2013 

Volume 45, No 1, April 2013

Volume 44, No1/2 November 2012

Volume 43, No 2, December 2011

Volume 43, No 1, July 2011

Volume 42, No 3/4, November 2010

Volume 42, No 2, July 2010

Volume 42, No 1, March 2010

Volume 41, No 3, September/December 2009

Volume 41, No 2, June 2009

Volume 41, No 1, March 2009

Volume 40, Nos 3 and 4, September/December 2008

Volume 40, No 2, June 2008

Volume 40, No 1, March 2008

Volume 39, No 4, December 2007

Volume 39, Nos 2 & 3, June/September 2007

Volume 39, No 1, May 2007

Volume 38, No 4, December 2006

Volume 38, No 3, October 2006

Volume 38, No 2, July 2006

Volume 38, No 1, April 2006

Volume 37, No 4, December 2005

Volume 37, No 3, October 2005

Volume 37, No 2, August 2005

Volume 37, No 1, March 2005

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Australian Journal of Learning Difficulties

Journal editor: Dr Tanya Serry

LDA Journal of Learning Difficulties

LDA is delighted to announce the recent appointment of Dr Tanya Serry, senior lecturer at La Trobe University, as 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, as well as those experiencing social disadvantage, centering on how to facilitate greater collaboration between educators, parents, speech pathologists and psychologists.  Dr Serry’s 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. 

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:
Customer Services
Taylor and Francis Australia
Level 2, 11 Queens Road, Melbourne Vic 3004 Australia
Telephone: 03 9866 2811
Email: enquiries@tantif.com.au
Website: www.tandf.co.uk/journals/titles/19404158.asp

For further information on online subscriptions and instructions for submissions to the

Journal, go to http://www.tandfonline.com/action/authorSubmission?journalCode=rald20&page=instructions#.U-1WoICSxWY

NOTE:  LDA members can access complete back issues of the LDA Journal from 1997 and pre-publication articles from the Members Only Section.

Non-members of LDA can access the listing of the contents of current and back issues of the Journal as well as the listing of the latest articles that will be included in upcoming issues of the Journal, at https://www.tandfonline.com/loi/rald20.

Latest issue: Volume 23, Issue 1, 2018

CONTENTS

Editorial (Wendy Moore)

Managing reading and related literacy difficulties: University students' perspectives (Tanya Serry, Jennifer Oats, Priscilla Ennals, Annie Venville, Anne Williams, Ellie Fossey & Gillian Steel.

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)

Australian adolescent boys with attention deficit.hyperactivity disorder(AD/HD): teacher and teaching factors that assess the efficact of reducing unwanted behaviours within the classroom environment (Kathryn Gibbs) 

Does linguistic comprehension support the decoding skills of struggling readers (Blick, Nicholson, Chapman & Berman)

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)

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) 

Latest issue: Volume 22, Issue 2, 2017 

New directions in research for reading and writing difficulties.

CONTENTS

Editorial (Nicholson)

Does linguistic comprehension support the decoding skills of struggling readers (Blick, Nicholson, Chapman & Berman)

Does learning the alphabet in kindergarten give children a head start in the first year of school? A comparison of children’s reading progress in two first grade classes in state and Montessori schools in Switzerland (Elben & Nicholson)

Links between early oral narrative and decoding skills and later reading in a New Zealand sample (Schaughency, Suggate & Reese)

Who benefits from which reading intervention in the primary years? Match the intervention with the reading profile (Munro)

Video self-modelling as an intervention for remediating dysgraphia in children with autism spectrum disorders (Harris, Little and Akin-Little)

To what extent does children’s spelling improve as a result of learning words with the look, say, cover, write, check, fix strategy compared with phonological spelling strategies (Dymock & Nicholson)

 

 

Past issues

Volume 22, Issue 2, 2017

Volume 22, Issue 1, 2017

Volume 21, Issue 2, 2016

Volume 21, Issue 1, 2016

Volume 20, Issue 2, 2015

Volume 20, Issue 1, 2015

Volume 19, Issue 2, 2014

Voulme 19, Issue 1, 2014

Volume 18, Issue 2, 2013

Volume 18, Issue 1, 2013

Volume 17, Issue 2, 2012

Volume 17, Issue 1, 2012

Volume 16, Issue 2, October 2011

Volume 16, Issue 1, 2011

Volume 15, Issue 2, 2010

Volume 15, Issue 1, 2010

Volume 14, Issue 2, 2009

Volume 14, Issue 1, 2009

Volume 13, Issue 2, 2008

Volume 13, Issue 1, 2008

Volume 12, Issue 2, 2007

Volume 12, Issue 1, 2007

Volume 11, Issue 4, 2006

Volume 11, Issue 3, 2006
Proceedings of the Annual Conference of Learning Difficulties Australia 2006

Volume 11, Issue 2, 2006

Volume 11, Issue 1, 2006

Volume 10, Issues 3 & 4, 2005: Special Issue – Research of Relevance to the Nelson Report

Volume 10, Issue 2, 2005

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