Learning Difficulties Australia


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  LDA Publications

The LDA Bulletin

The Journal: Australian Journal of Learning Difficulties

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Other Publications

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.

New Editor of the LDA Bulletin

LDA is pleased to announce the appointment of a new Editor of the LDA Bulletin, Dr Roslyn Neilson, who will be taking over the Editorship of the Bulletin from Issue 1 of 2020.  Ros has been a member of the Bulletin editorial team since 2016, and is a former member of Council (in 2015 to 2016).  She has recently rejoined LDA Council to fill a casual vacancy on Council.

Ros has a wealth of experience and knowledge to contribute to the LDA Bulletin, with a background in both speech pathology and psychology, and a wide knowledge of the literature relating to language development, literacy and learning difficulties.  She is perhaps best known as the author of the well known phonemic awareness tests: the Sutherland Phonological Awareness Test – Revised (SPAT-R), the School Entry Alphabetic and Phonological Awareness Readiness Test (SEAPART), and the Foundations of Early Literacy Assessment (FELA), as well as the Astronaut Invented Spelling Test (AIST-2).

Ros welcomes contributions from members of LDA for inclusion in the Bulletin, as well as comments, suggestions and ideas as to what they would like to see in the Bulletin.

LDA welcome Ros as the new Editor of the Bulletin, and wish her well in this important and demanding task.

 

The Bulletin team includes Dr Roslyn Neilson (Editor) with Dr Molly de Lemos and Professor Tom Nicholson as co-editors.

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

 

 Volume 52, No 1, 2020

Bulletin

Special offer - Click here to download the complete issue.

 

 

 

Volume 51, Nos 2 and 3, Summer 2019

Bulletin Vol 51, Issues 2 and 3, Summer 2019 

Special offer - Click here to download the complete issue. 

Contents

Lorraine Hammond, From the President

Council News

Welcome to Michael Roberts and In This Bulletin

Roslyn Neilson, An interview with David Kilpatrick

Award Presentations following the AGM

Jennifer Buckingham, The mission to improve reading instruction; How can we achieve success?:

Steven Capp, How one school made the transition to evidence-based practice

Jan Roberts, On being a Consultant Member of LDA

Jennifer Buckingham and Kevin Wheldall, Why all states and territories should follow South Australia’s lead

and introduce the Year 1 Phonics Check:  An update

Stephen Parker, Synthetic Phonics: What it is and what it is not.

Ros Neilson, The Phonemic Awareness versus Phonics Debate: Avoiding the Friendly Fire

James Chapman and William Tunmer, Dyslexia and Equity: A more inclusive approach to reading difficulties

Steve Dykstra, In Defence of Truth: A reply to 57 Reading Voices on the Issue of Dyslexia

LDA Awards

Peter Westwood, What’s in a name?

A new name for LDA?

Anne Pringle and Mim Davidson, Vale Anne Bishop

Ann Ryan, Consultant Notes

 

 

 

Volume 51, No 1, Autumn 2019

Special offer - Click here to download complete issue. 

- From the President - Lorraine Hammond
- Council News
- Cover Story: Introduction to the special issue on writing - Tom Nicholson
- Are we teaching our students to write? - Peter Westwood
- Effective practices for teaching students who have difficulty with writing - Amber Ray & Steve Graham
- How being a poor speller can seriously limit your talent as a writer - Vincent Connelly, Lynsey O'Rourke, & Emma Summer
- Spelling: Enabler or disabler? - Ros Neilson
- Brain research shows why handwriting should be taught in the computer age - Karin James & Virginia Berninger
- Yes, spelling should be taught - Sue Dymock
- Book Review: Essentials of assessing, preventing, and overcoming reading difficulties by David Kilpatrick, reviewed by Emma Nahna
- Book Review: Equipped for Reading Success by David Kilpatrick, reviwed by Kate Munro & Ann Ryan
- Book Review: Writing for impact: Teaching students how to write with a plan and spell well by Tom Nicholson & Sue Dymock, reviewed by Jan Roberts
- Book Review: Writing for impact: Teaching students how to write with a plan and spell well by Tom Nicholson & Sue Dymock, reviewed by Nathaniel Swain
- Consultant Notes - Ann Ryan

  

Volume 50, No 3, Spring 2018

Special offer - Click here to download complete issue. 

- From the President - Lorraine Hammond
- Council notes - Wendy Moore
- Update on LDA Publications - Molly de Lemos
  AUSPELD and LDA - Robyn Wheldall
- Why are children not getting the systematic explicit phonic they need? - Alison Clarke
- Cover Story: From the rock comes the sculpture - Ray Boyd
- Individualising the teaching and spelling: reflections from the classroom - Fay Tran
- Is decoding about word indentification or about making meaning from text? - Alison Clarke
- The 'Phonics Debate': a lesson in irony - Monique Nowers
- Education reporting in Australia - Greg Ashman
- Think on This - Kirsten Duncombe
- An open letter to student teachers - Pamela Snow
- Pamela Snow reflects on The Reading League Conference, Syracuse, October 2018 - Pamela Snow
- Book Review: Learning disorders: A response to intervention perspective - Peter Westwood, reviewed by Wendy Moore
- A Country Practice - meeting Kate Munro in rural Mudgee - Ann Ryan
- Consultant Notes - Ann Ryan

 

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 51, No 1, Autumn 2019

Volume 50, No 3, Summer 2018

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 

The listing of the Contents of the current issue and back issues provided below includes a link to the abstracts of each article on the Journal website.

 

Latest articles now available on the Taylor and Francis website.

Article

Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention

Sally Robinson-Kooi & Lorraine S Hammond

Published online: 22 Apr 2020 https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1752747

Article

Australian preservice teachers and early reading instruction

Linda Meeks & Jennifer Stephenson

Published online: 12 Apr 2020 https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1743730

Article

Educators’ perceptions of the impact of reading difficulties for young people

Mary ClaessenPeta DzidicMark BoyesNicholas BadcockMandy Nayton & Suze Leitao

Published online: 04 Mar 2020 https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1734952

Article

Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants

Charlotte W. Greenway & Alison Rees Edwards

Published online: 03 Jan 2020 https://www.tandfonline.com/doi/full/10.1080/19404158.2019.1709875

Review

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice

Rita SignorMary Claessen & Suze Leitão

Published online: 03 Jan 2020 https://www.tandfonline.com/doi/full/10.1080/19404158.2019.1709216

 

Volume 24, No 2, 2019

 CONTENTS

 Article

Preventing a summer slide in reading – the effects of a summer school

Tom Nicholson & Shanthi Tiru

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1635499

Article

Performance of Australian children on the English Phonics Screening Check following systematic synthetic phonics instruction in the first two years of schooling

Kevin WheldallNicola BellRobyn WheldallAlison Madelaine & Meree Reynolds

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1635500

Article

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds
Maria LathourasMarleen F. Westerveld & David Trembath

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1640755

Review

Design and development of a Malay word recognition intervention program for children with dyslexia
Lay Wah Lee

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1661261

 

Volume 24, No 1, 2019

CONTENTS

Article

Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting

Laura Glisson, Suze Leitão & Mary Claessen

Review

Becoming numerate: enduring theories, recent research, and current issues

Peter Westwood

Eminent Researcher Award of Learning Difficulties Australia, 2018

Article

Children’s reading difficulties, language, and reflections on the simple view of reading

Kate Nation

Eminent Researcher Award of Learning Difficulties Australia, 2019

Review

The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties

William E. Tunmer & Wesley A. Hoover

Article

Evaluation of a tangible mobile application for students with specific learning disabilities

Elif PolatK. CagiltayC. Aykut & N. Karasu

 

Past issues

Volume 23, Issue 2, 2018

Volume 23, Issue 1, 2018

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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Other Publications

 

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Contents

Lorraine Hammond, From the President

Council News

Welcome to Michael Roberts

In this Bulletin

Roslyn Neilson, An interview with David Kilpatrick

Award Presentations following the AGM

Jennifer Buckingham, The mission to improve reading instruction; How can we achieve success?:

Steven Capp, How one school made the transition to evidence-based practice

Jan Roberts, On being a Consultant Member of LDA

Jennifer Buckingham and Kevin Wheldall, Why all states and territories should follow South Australia’s lead and introduce the Year 1 Phonics Check: An update

Stephen Parker, Synthetic Phonics: What it is and what it is not.

Ros Neilson, The Phonemic Awareness versus Phonics Debate: Avoiding the Friendly Fire

James Chapman and William Tunmer, Dyslexia and Equity: A more inclusive approach to reading difficulties

Steve Dykstra, In Defence of Truth: A reply to 57 Reading Voices on the Issue of Dyslexia

LDA Awards

Peter Westwood, What’s in a name?

A new name for LDA?

Anne Pringle and Mim Davidson, Vale Anne Bishop

Ann Ryan, Consultant Notes

Latest articles now available on the Taylor and Francis website athttps://www.tandfonline.com/loi/rald20.

 

Article

Using sentence dictation to practise and assess taught spelling and punctuation skills: a Year 2 Explicit Instruction intervention

Sally Robinson-Kooi & Lorraine S Hammond

Published online: 22 Apr 2020

https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1752747

Article

Australian preservice teachers and early reading instruction

Linda Meeks & Jennifer Stephenson

Published online: 12 Apr 2020

https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1743730

 

Article

Educators’ perceptions of the impact of reading difficulties for young people

Mary ClaessenPeta DzidicMark BoyesNicholas BadcockMandy Nayton & Suze Leitao

Published online: 04 Mar 2020

https://www.tandfonline.com/doi/full/10.1080/19404158.2020.1734952

 

Article

Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants

Charlotte W. Greenway & Alison Rees Edwards

Published online: 03 Jan 2020

https://www.tandfonline.com/doi/full/10.1080/19404158.2019.1709875

 

Review

Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice

Rita SignorMary Claessen & Suze Leitão

Published online: 03 Jan 2020

https://www.tandfonline.com/doi/full/10.1080/19404158.2019.1709216

 

Latest issue: Volume 24, No 2, 2019

CONTENTS

Article

Preventing a summer slide in reading – the effects of a summer school

Tom Nicholson & Shanthi Tiru

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1635499

 

Article

Performance of Australian children on the English Phonics Screening Check following systematic synthetic phonics instruction in the first two years of schooling

Kevin WheldallNicola BellRobyn WheldallAlison Madelaine & Meree Reynolds

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1635500

 

Article

Longitudinal reading outcomes in response to a book-based, whole class intervention for students from diverse cultural, linguistic and socio-economic backgrounds
Maria LathourasMarleen F. Westerveld & David Trembath

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1640755

 

Review

Design and development of a Malay word recognition intervention program for children with dyslexia
Lay Wah Lee

https://www.tandfonline.com/doi/abs/10.1080/19404158.2019.1661261

 

 

 

Special offer - Click here to download the complete issue. 

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