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Australian Journal of Learning Difficulties is a peer-reviewed journal published by Taylor & Francis, covering Reading and Literacy Development, Cognitive and developmental aspects of mathematical skills, Educational and Psychological Assessments.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Australian Journal of Learning Difficulties 12 (3): 45–58.
Formats any DOI in Australian Journal of Learning Difficulties style. No sign-up. |
| Publishes research in | Reading and Literacy Development Cognitive and developmental aspects of mathematical skills Educational and Psychological Assessments Language Development and Disorders Writing and Handwriting Education |
| ISSN | 1940-4158 |
| Citation impact (2-yr) | 1.35 |
| h-index | 28 |
| i10-index | 94 |
| Total citations | 3,821 |
| Top institutions publishing here | Macquarie University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Learning disabilities are associated with mental health, behavioural and social difficulties. Developmental dyslexia is a particularly salient example of a learning disability that is associated with social and emotional consequences that are not considered primary features of the disorder. These issues can remain and, in some cases, escalate in adulthood. Practitioners should be made aware…
Reading comprehension is a complex task which depends on a range of cognitive and linguistic processes. According to the Simple View of Reading, this complexity can be captured as the product of two sets of skills: decoding and linguistic comprehension. The Simple View explains variance in reading comprehension and provides a good framework to guide…
AbstractThis article discusses the lingering problem of poor and inappropriate preparation of professional teachers of reading and learning disabilities – why it exists and what we can do about it. Because most students classified as having learning disabilities experience primary difficulties with language-based learning, teachers must know how to teach the forms and processes of…
Abstract We present administration details and normative data for a new version of the word and nonword reading test originally developed by Castles and Coltheart. The new test contains an expanded set of items, with 40 each of regular words, irregular words and nonwords, rather than the original 30 items of each type. The new…
This article presents an overview of a conceptual framework designed to help reading professionals better understand what their students are facing as they learn to read in alphabetic writing systems. The US National Reading Panel (NRP) recommended five instructional components for improving reading outcomes but presented these instructional components as a list without explicitly addressing…
