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Journal of Reading Writing and Learning Disabilities International is a peer-reviewed journal published by Taylor & Francis, covering Reading and Literacy Development, Educational and Psychological Assessments, Family and Disability Support Research.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Journal of Reading Writing and Learning Disabilities International 12 (3): 45–58.
Formats any DOI in Journal of Reading Writing and Learning Disabilities International style. No sign-up. |
| Publishes research in | Reading and Literacy Development Educational and Psychological Assessments Family and Disability Support Research Writing and Handwriting Education Cognitive and developmental aspects of mathematical skills |
| ISSN | 0748-7630 |
| h-index | 18 |
| i10-index | 41 |
| Total citations | 1,675 |
| Top institutions publishing here | York University |
| Journal website | www.tandfonline.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.
Research on the Dunn and Dunn Learning Styles Model has been conducted at more than 60 institutions of higher education and at every academic and grade level. Explanations of the 21 elements of the model and beginning steps for practitioners are provided in this article to encourage initial experimentation with some of its variables.
Several pioneers observed individual student differences from varying vantage points. Most perceived of single or dual variables on a bipolar continuum; others conceived of a multidimensional approach to the concept. This paper presents an overview of each of the major models and compares the elements they encompass, the populations for which they are appropriate, the…
Instructional practices that employ peer teaching and peer mediation are known to produce increased achievement and social competence in students. Peers have been used successfully to directly teach, supervise, and evaluate their partners’ performance. Additionally, techniques that enlist the natural sources of peer influence and peer pressure in support of academic and social behavior goals…
This study examined the effect of graphic organizers on learning‐disabled students’ acquisition and recall of science content. Twenty‐eight fifth‐ and sixth‐grade students with identified learning disabilities from three special education resource classrooms were taught content on fossil fuels. Students were randomly assigned to either a graphic organizer condition (GO) or a no‐graphic organizer condition (NoGO)…
This study examined case studies of four college students with suspected learning disabilities who were experiencing severe problems learning a foreign language. Characteristics of the students and types of problems they encountered in a foreign language were described, drawn from interviews, observations, and diagnostic test results. Findings suggested that all four students had deficiencies in…
