Journal Report

Australian Journal of Learning Difficulties

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Journal Information
Journal Title
Australian Journal of Learning Difficulties
Publisher
Routledge
ISSN
1940-4158
E-ISSN
1940-4166
Database
SCOPUS
Domain
Health Sciences, Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025 ✓
2024 ✓
2023 ✓
2021/2022 ✓
2020 ✓
2019 ✓
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Embedding a qualified learning difficulties teacher within a hospital multidisciplinary learning difficulties clinic: perspectives of school staff
Victor Tran, Gehan Roberts, Jon Quach
2026-11-6 Pages 1-20
DOI: 10.1080/19404158.2026.2756669
Supporting learners with maths difficulty
Sarah R. Powell
2026-11-5 Pages 1-10
DOI: 10.1080/19404158.2026.2757720
Using dynamic assessment to characterise numerical learning potential in the early years: a pilot study
Nathalie Parry-Hale, Robert Reeve, Sean Kang et al.
2026-10-27 Pages 1-23
DOI: 10.1080/19404158.2026.2742131
Artificial intelligence-driven writing intervention for children with Chinese dysgraphia: integrating cognitive apprenticeship theory into multimodal feedback design
Lulu Wang, Yuying Deng, Ruoyu Zhou et al.
2026-10-20 Pages 1-36
DOI: 10.1080/19404158.2026.2742132
Knowledge of phonics and phonological awareness in parents with diverse linguistic backgrounds and their self-rated confidence in supporting their children’s reading practice at home
Hua-Chen Wang, Jae-Hyun Kim, Shauna Mcstraw et al.
2026-7-31 Pages 1-19
DOI: 10.1080/19404158.2026.2703460
From the university classroom to inclusive school practice: educators’ perceptions of preparation, confidence, enablers, and barriers to using behaviour science in schools
Sharlene Spiteri, Erin S. Leif, Russell Fox et al.
2026-7-31 Pages 1-23
DOI: 10.1080/19404158.2026.2703463
Identifying Victorian teachers’ perceptions of the barriers and facilitators to successful implementation of multi-tiered system of support (MTSS) frameworks for reading
Karina L. Stocker, Russell A. Fox, Erin S. Leif et al.
2026-1-2 Vol. 31 Issue 1 Pages 1-26
DOI: 10.1080/19404158.2026.2618772
Current prewriting teaching practice in Australian classrooms for 4–5-year olds
Berenice Johnston, Megan Hatfield, Samuel D. Calder et al.
2026-1-2 Vol. 31 Issue 1 Pages 27-47
DOI: 10.1080/19404158.2026.2618777
“Falling through the cracks”: parents’ perceptions of a dyslexia diagnosis and support in Australian primary schools
Elizabeth Searle, Rachel Daniel, Kelly J. Hart
2026-1-2 Vol. 31 Issue 1 Pages 67-97
DOI: 10.1080/19404158.2026.2666754
Bridging the summer learning gap: a structured reading fluency intervention for elementary students with learning disabilities in a transparent orthography
Orhan Çakıroğlu
2026-1-2 Vol. 31 Issue 1 Pages 49-66
DOI: 10.1080/19404158.2026.2649124
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Printed: November 15, 2026 00:47