Australian Journal of Learning Difficulties, Volume 23, Issue 1 (2018)

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Australian Journal of Learning Difficulties, Volume 23, Issue 1 (2018)

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Original Articles

Article
EDITORIAL
Wendy Moore
Pages: 1-3
Published online: 12 Jun 2018
First Page PreviewforEDITORIAL | Full Text | References | PDF (288 KB)
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Article
Managing reading and related literacy difficulties: University students’ perspectives
Tanya Serry, Jennifer Oates, Priscilla Ennals, Annie Venville, Anne Williams, Ellie Fossey & Gillian Steel
Pages: 5-30
Published online: 22 Jun 2017
AbstractforManaging reading and related literacy difficulties: University students’ perspectives | Full Text | References | PDF (2 MB)
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Article
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
Pages: 31-51
Published online: 17 Nov 2017
AbstractforShared book reading behaviours of children with Down Syndrome before and after participation in the MultiLit reading tutor program: an exploratory study | Full Text | References | PDF (1.4 MB)
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Article
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
Pages: 53-65
Published online: 06 Nov 2017
AbstractforAustralian 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 | Full Text | References | PDF (948.7 KB)
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Articles

Article
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
Pages: 67-86
Published online: 02 May 2018
AbstractforA model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective | Full Text | References | PDF (2.5 MB)
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Original Articles

Article
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
Pages: 87-104
Published online: 17 May 2018
AbstractforTeachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers | Full Text | References | PDF (1.2 MB) | Supplemental
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