Write in a clean editor, then format for Learning Disability Quarterly in one click — DocuGuru applies the official SAGE template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
Learning Disability Quarterly is a peer-reviewed journal published by SAGE, covering Reading and Literacy Development, Disability Education and Employment, Cognitive and developmental aspects of mathematical skills.
| 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', Learning Disability Quarterly, 12(3), pp. 45–58.
Formats any DOI in Learning Disability Quarterly style. No sign-up. |
| Publishes research in | Reading and Literacy Development Disability Education and Employment Cognitive and developmental aspects of mathematical skills Behavioral and Psychological Studies Educational and Psychological Assessments |
| ISSN | 0731-9487 |
| Citation impact (2-yr) | 3.63 |
| h-index | 101 |
| i10-index | 949 |
| Total citations | 48,555 |
| Top institutions publishing here | The University of Texas at Austin |
| Journal website | us.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.
As I read the latest issue of the Learning Disability Quarterly, I was appreciative of the essay by King-Sears (2009) highlighting the value of universal design for learning (UDL) to the learning disability community. The allure of UDL has captured the imagination of many educators and policy makers. The recent reauthorization of the Higher Education…
Research evidence is reviewed to show (a) that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities; and (b) that in turn other processes constrain the development of transcription and working memory skills. The view of working memory as a resource-limited process is contrasted with a…
The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and definitional information, multiple exposures to target words in varied contexts, and experiences…
First, we describe two types of assessment (problem solving and standard treatment protocol) within a “responsiveness-to-instruction” framework to identify learning disabilities. We then specify two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from two related studies. These studies involve databases at grades 1 and 2, which were analyzed to…
This study investigated the hypothesis that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems, and that training them to monitor their understanding of important textual elements fosters metacomprehension and, consequently, improves their comprehension performance. A total of 120 learning disabled eighth and ninth graders and normally achieving sixth graders participated in…
