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Learning Disabilities Research and Practice is a peer-reviewed journal published by Wiley, covering Reading and Literacy Development, Cognitive and developmental aspects of mathematical skills, Disability Education and Employment.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Learning Disabilities Research and Practice 12 (3): 45–58.
Formats any DOI in Learning Disabilities Research and Practice 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 Writing and Handwriting Education |
| ISSN | 0938-8982 |
| Citation impact (2-yr) | 1.45 |
| h-index | 102 |
| i10-index | 666 |
| Total citations | 42,649 |
| Article processing charge | $2,630 |
| Top institutions publishing here | The University of Texas at Austin |
| Journal website | onlinelibrary.wiley.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.
Longstanding concern about how learning disabilities (LD) are defined and identified, coupled with recent efforts in Washington, DC to eliminate IQ–achievement discrepancy as an LD marker, have led to serious public discussion about alternative identification methods. The most popular of the alternatives is responsiveness–to–intervention (RTI), of which there are two basic versions: the “problem–solving” model…
In this introduction to the special issue, a response‐to‐instruction approach to learning disabilities (LD) identification is discussed. Then, an overview of the promise and the potential pitfalls of such an approach is provided. The potential benefits include identification of students based on risk rather than deficit, early identification and instruction, reduction of identification bias, and…
The goal of many recent intervention studies has been to examine the conditions that must be in place for all children to acquire adequate reading skills. Although the ultimate goal of reading instruction is to help children acquire the skills necessary to comprehend text, an important subgoal for early reading instruction is to teach children…
English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop…
Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children ( n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance…
