References
- Brenchley, C., & Costello, S. (2018). A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: An educational and developmental psychologist perspective. Australian Journal of Learning Difficulties, 1–20. doi:10.1080/19404158.2018.1467936
- Chapman, J., Greaney, K., Arrow, A., & Tunmer, W. (2018). Teachers’ use of phonics, knowledge of languae constructs, and preferred word identification prompts in relation to beginning readers. Australian Journal of Learning Difficulties, 1–18. doi:10.1080/19404158.2018.1467937
- Gibbs, K. (2017). 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. Australian Journal of Learning Difficulties, 1–13. doi:10.1080/19404158.2017.1393626
- Lim, L., Arciuli, J., & Munro, N. (2017). Shared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: An exploratory study. Australian Journal of Learning Difficulties, 1–21. doi:10.1080/19404158.2017.1367948
- Serry, T., Oates, J., Ennals, P., Venville, A., Williams, A., Fossey, E., & Steel, G. (2017). Managing reading and related literacy difficulties: University students’ perspectives. Australian Journal of Learning Difficulties, 1–26. doi:10.1080/19404158.2017.1341422