OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Learning Disabilities is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-06-01 to 2025-06-01.)

Article	Citations
Reframing the Most Important Special Education Policy Debate in 50 Years: How Versus Where to Educate Students With Disabilities in Americ	76
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology	31
Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers	25
Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice	24
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors	22
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers	21
A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity	19
Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Overdiagnosis and Overtreatment During Elementary School	18
Efficacy of Small Group Reading Intervention for Grade 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial	16
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach	15
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review	15
Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties	14
Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive Intervention	12
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language	11
Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument	11
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade	11
Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers	10
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review	10
Review of State Policies and Guidance for the Identification of Culturally and Linguistically Minoritized Students With Specific Learning Disabilities	9
Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?	8
Effects of Professional Development on English Learners’ Problem Solving	8
Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity	7
The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement	7
What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening	7
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts	7

Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities	7
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition	7
Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies	6
The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment	6
A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?	6
Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects	6
Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities	6
A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research	6
A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities	6
A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children’s Preschool Emergent Literacy	6
Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexia	6
Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences	5
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD	5
The Role of Morphology and Sentence Context in Word Processing for Adults With Low Literacy	5
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis	5
Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty	5
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?	4
Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs	4
A Cumulative Risk and Resilience Model of Dyslexia	4
Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities	4
Low Literacy Levels Among U.S. Adults and Difficult Ballot Propositions	4
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills	4
Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School	3
Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study	3
Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations	3
Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention	3
Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial	3
International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series	3
Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?	3
International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series	3
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories	3
Predicting Adolescent Arithmetic and Reading Dysfluency	3
Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study	3
Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty	3
Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD	3
Educators’ Perspectives of Working Conditions in Inclusive Elementary Schools	3