This study investigates Australian parents' experiences with identification and support of primary school-aged children diagnosed with dyslexia. From the parent perspective, it evaluates whether recent government initiatives intended to support dyslexic students are perceived as positively impacting these students. Data collection included online surveys and semi-structured interviews, analysed using frequency distribution tables and thematic analysis. The findings reveal many parents identified children's reading difficulties early on but were dissatisfied with the support provided by schools and the high costs and long wait times for diagnosis. Parents expressed concerns that evidence-based reading instruction and adequate accommodations were not implemented, even when included in IEPs, which parents attributed to a lack of teacher knowledge and training regarding dyslexia and support strategies. This research highlights specific experiences of students with dyslexia falling through the cracks and the urgent need for systemic changes in the Australian educational framework to better support these students.
Reading fluency is essential for literacy development and academic success. However, students with learning disabilities often experience significant summer reading loss that intensifies existing difficulties. This study used a multiple probe single-subject design to evaluate the effectiveness of a structured reading fluency intervention aimed at reducing summer learning regression in three elementary students with learning disabilities. Implemented over eight weeks, the intervention incorporated evidence-based practices including repeated reading, prosodic reading, and self-monitoring. Participants received individualized instruction three times per week, and fluency was assessed using correct words per minute (CWPM). Results showed marked improvements across all participants, with an average increase of 67% in CWPM during the intervention phase. These gains were maintained at follow-up, and Tau-U analysis. Findings suggest structured summer interventions can effectively prevent regression and support sustained literacy development.
