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Journal of Learning Disabilities is a peer-reviewed journal published by SAGE, covering Reading and Literacy Development, Cognitive and developmental aspects of mathematical skills, Disability Education and Employment. Over its lifetime it has published 5,502 papers, which have received 174,930 citations.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Journal of Learning Disabilities, 12(3), pp. 45–58.
Formats any DOI in Journal of Learning Disabilities style. No sign-up. |
| Publishes research in | Reading and Literacy Development Cognitive and developmental aspects of mathematical skills Disability Education and Employment Educational and Psychological Assessments Language Development and Disorders |
| ISSN | 0022-2194 |
| Citation impact (2-yr) | 2.38 |
| h-index | 174 |
| i10-index | 2,679 |
| Top institutions publishing here | The University of Texas at Austin |
| Journal website | ldx.sagepub.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.
Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates.…
A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the…
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced…
O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading…
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost…
