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 variety of information including short articles, reports, LDA updates, and book reviews. It aims to provide a forum in which researchers can disseminate accessible information to a wide audience of educational professionals, and to provide a venue where teachers and clinicians at the chalkface can report on the implementation of evidence-based teaching practices.

Dr Roslyn Neilson is the current editor of the LDA Bulletin. 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 had been on the editorial team from 2016, and she took on the Editor role from Issue 1 of 2020. The Bulletin co-editors were Dr Molly de Lemos and Professor Tom Nicholson for the three 2020 issues, and 2021 sees the welcome addition of Dr Sally Robinson-Kooi and Lyn Stone to the team. 

The Bulletin editorial team 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 published. Feel free to contact the team directly: bulletin.editor@ldaustralia.org .

The Bulletin is published three times a year.

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

 

Volume 52, No 3, December 2020

 

Bulletin December 2020

Special offer - Click here to download the complete issue. 

Contents

 Council Notes

Lorraine Hammond: From the President

Michael Roberts: From the General Manager

Ann Ryan: Tribute to Elaine McLeish

Council News

LDA Awards 2020

Special issue: Thinking about Learning

Roslyn Neilson: In this issue of the Bulletin.

Connie Cirkony, Mark Rickinson, Mandy Salisbury, Joanne Gleeson, Lucas Walsh & Blake Cutler: Using research evidence well in education

Roslyn Neilson, Tom Nicholson, Molly de Lemos: Editorial: Sequel to Using research well in education: Reflections from the Editorial Team. 

Ollie Lovell: Cognitive Load Theory in action. 

David Morkunas: Spaced, interleaved and retrieval practice: The principles underlying the Daily Review. 

Sally Robinson-Kooi: The English language learner and second language development: Essential background knowledge for classroom teachers. 

Kevin Wheldall & Robyn Wheldall: More WARs: The development of the WARL and the WARN.

Jessica Colleau Terradas: Reducing reading failure in adolescence: Implementing direct instruction in a high school context. 

Book reviews

James Chapman: Reading Success in the Primary Years, by Marleen F. Westerveld, Rebecca M. Armstrong & Georgina M. Barton. 

Roslyn Neilson: How we learn: The new science of education and the brain, by Stanislas Dehaene. 

Consultant Notes

Olivia Connelly: Consultant Notes.

 

Volume 52, No 2, September 2020

 

Bulletin

Special offer - Click here to download the complete issue. 

Contents

Council Notes

Lorraine Hammond: From the President

Michael Roberts: Message from the General Manager

Council News

Roslyn Neilson: In this issue of the Bulletin…

Special issue: Learning Struggles and Resilience

James Chapman: Learning to read is about words AND mind

Mark Boyes, Suze Leitão, Mary Claessen, Nicholas Badcock & Mandy Nayton: Understanding links between reading difficulties, self-esteem, and child mental health

Linda Graham, Sonia White, Hayley Tancredi & Pamela Snow: Casualties in a game of hit and miss

Tom Nicholson: What do you call someone who is disruptive in class?

Deanne Francis & Genevieve McArthur: Poor reading, poor self-concept, and anxiety

Sophia Soares & Nicholas Badcock: Does reading anxiety impact on academic achievement at university?

Micaela Rafferty & Jill Hellermans: Managing challenging behaviour in the classroom

Book and website reviews

Jessica McLaren: Positive teaching for Australian primary schools

Reid Smith: A review of the Foundations for Learning and Literacy

Vale

Margot Prior, AM

Professor John McLeod

Anne Rosemary Barton

Olivia Connelly: Consultant Notes

 

Volume 52, No 1, 2020

 

Bulletin

 Special offer - Click here to download the complete issue.

Contents

Council Notes

Lorraine Hammond: From the President

Ann Ryan: Council News

Congratulations to Dr Pamela Snow

Michael Roberts: Towards a new vision for LDA

Molly de Lemos: The LDA Review – what’s next?

Roslyn Neilson: In this issue of the Bulletin …

Special Issue: Reading fluency

Jan Hasbrouck: Understanding reading fluency

Tom Nicholson: No magic bullet

Kevin & Robyn Wheldall: Mentioning the WARS: Let’s do the timed WARP again

Toni Seilor & Suze Leitão: Developing accuracy and fluency in word reading skills

Elizabeth Norton: What educators need to know about Rapid Automatized Naming (RAN)

Roslyn Neilson: Experiencing RAN – notes from a speech-language pathologist

Discussions and Debates

Jennifer Buckingham: Evidence strongly favours systematic synthetic phonics

Roslyn Neilson: The blending enigma

From the Chalkface

Lorraine Hammond: Raising the bar - The Kimberley Schools Project

Anne Ryan: Consultant Notes

 Notes to contributors to the LDA Bulletin

 

 

 

 

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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

 

Back to top

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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