LDA Bulletin

This issue includes an AGM roundup, articles on maths and dyscalculia, stories from Consultants and past award recipients, and a selection of articles "from the archives".

This edition includes 13 fantastic articles written by classroom teachers, school leaders, researchers and speech pathologists. A wide range of topics are covered from writing assessment and intervention, to read-alouds and oral language, mathematics in the early years, supporting ADHD in the classroom, and Multi-Tiered Systems of Support (MTSS) for literacy. There is sure to be something for all of our readers!

This issue of the Bulletin on Writing follows our recent "Think it, Say it, Write it: The Fundamentals of Written Expression" course. The issue covers topics around writing, including ideas presented in the books "The Not So Simple View of Writing" (Berninger et all, 2022) and "The Writing Rope" (Sedita, 2019).

In this issue of the Bulletin we review the AGM and RTI Conference and are introduced to Geoff Ongley, the new President of LDA. We also cover mathematics intervention, adjustments and the power of diagnostic assessments for maths.

This edition focuses specifically on the why and what of best practice in oral storytelling instruction, language difficulties students experience, as well as considerations and recommendations for small group intervention.

This issue focuses specifically on the common reading difficulties students experience, as well as considerations and recommendations for small group intervention in the primary and secondary context, in both literacy and numeracy.

This issue of the Bulletin features articles on Writing and Handwriting. It also contains information on the 2022 AGM and a review of the recent Linnea Ehri events.

This issue explores the topic of inclusive education, with a range of experts discussing the important topic of giving all learners access to the best possible education.

The theme of this issue is ‘Teaching Teachers’. What can schools do to ensure they provide effective ongoing professional learning as they support teachers to support their students?

This issue explores the Response to Intervention or Multi-Tiered System of Support model, which aims to ensure that all children are provided with the support they need in school.