Publications

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.

The central theme of this issue is speech and print. The focus is on early literacy instruction and the concepts of speech.

The central theme of this issue is comprehension – one of the basic dimensions of the Simple View of Reading. Comprehension presents teachers with huge challenges in the classroom.

The theme of this issue of the Bulletin is Thinking about Learning. Stanislas Dehaene characterises human beings as not merely homo sapiens, the thinking species, but also homo docens – the species that teaches itself (Dehaene, 2020).

The theme of this issue of the LDA Bulletin is ‘learning struggles and resilience’. Our contributors include experienced academics, as well as teachers and school administrators who are writing from the chalk face.