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Australian Journal of Learning Difficulties
Journal Prestige (SJR): 0.221

Citation Impact (citeScore): 1
Number of Followers: 7

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1940-4158 - ISSN (Online) 1940-4166
Published by Taylor and Francis

[2637 journals]

Investigating the efficacy of using error analysis data to inform explicit
teaching of spelling
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  Authors: Tessa Daffern, Robert Fleet
  Pages: 1 - 22
  Abstract: .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2021-03-05T05:11:25Z
  DOI: 10.1080/19404158.2021.1881574
Supporting struggling adolescent readers through the Response to
Intervention (RTI) framework
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  Authors: Melinda de Haan
  Pages: 1 - 20
  Abstract: .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2021-01-06T10:00:16Z
  DOI: 10.1080/19404158.2020.1870512
Re-mapping the territory: an overview of learning and literacy
intervention provision in Australian primary education
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  Authors: Joanne Quick
  Pages: 109 - 133
  Abstract: Volume 25, Issue 2, November 2020, Page 109-133
  .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-06-13T05:19:00Z
  DOI: 10.1080/19404158.2020.1776741
  Issue No: Vol. 25, No. 2 (2020)
Combining explicit instruction and positive psychology to see adolescents
with learning difficulties flourish
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  Authors: Matthew Oliver White
  Pages: 135 - 159
  Abstract: Volume 25, Issue 2, November 2020, Page 135-159
  .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-06-13T05:17:58Z
  DOI: 10.1080/19404158.2020.1777576
  Issue No: Vol. 25, No. 2 (2020)
New teachers talk about their preparation to teach early literacy
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  Authors: Linda Meeks, Alison Madelaine, Jennifer Stephenson
  Pages: 161 - 181
  Abstract: Volume 25, Issue 2, November 2020, Page 161-181
  .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-07-16T02:03:45Z
  DOI: 10.1080/19404158.2020.1792520
  Issue No: Vol. 25, No. 2 (2020)
Re-mapping the territory: an analysis of literacy intervention provision
for primary students in five Australian states
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  Authors: Joanne Quick
  Pages: 183 - 213
  Abstract: Volume 25, Issue 2, November 2020, Page 183-213
  .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-08-03T11:15:37Z
  DOI: 10.1080/19404158.2020.1796726
  Issue No: Vol. 25, No. 2 (2020)
Research and theory into practice: Australian preservice teachers’
knowledge of evidence-based early literacy instruction
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  Authors: Linda Meeks, Alison Madelaine, Coral Kemp
  Pages: 215 - 233
  Abstract: Volume 25, Issue 2, November 2020, Page 215-233
  .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-10-12T01:50:01Z
  DOI: 10.1080/19404158.2020.1832128
  Issue No: Vol. 25, No. 2 (2020)
The Fast Feedback method: a quasi-experimental study of the use of
formative assessment for primary students’ writing
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  Authors: Helen Walls, Michael Johnston
  Pages: 1 - 26
  Abstract: .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-12-30T08:33:57Z
  DOI: 10.1080/19404158.2020.1862880
Fostering literacy skills and self-efficacy in a Chinese EAL learner with
dyslexia
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  Authors: Agnieszka Kałdonek-Crnjaković
  Pages: 1 - 20
  Abstract: .
  
  Citation: Australian Journal of Learning Difficulties
  PubDate: 2020-11-10T07:16:18Z
  DOI: 10.1080/19404158.2020.1845218

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