OOIR: Observatory of International Research

Papers

(The median citation count of Learning Disabilities Research & Practice is 1. 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 2021-09-01 to 2025-09-01.)

Article	Citations
	35
Teaching Fraction Computations to Children With Mathematics Difficulties Using a Virtual Number Line Intervention	14
CEC Division for Learning Disabilities 2022 Award Winners	14
The Impact of Intervention on the Learning and Retention of Specific Word-Problem Characteristics of Students With Word-Problem Difficulties	14
If You Build it, Will They Come and Will It Matter? The Unrequited Dream of a Summer Reading Program	13
Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty	12
Considering Social Validity in Special Education Research	11
Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction	10
Universal Design for Learning within an Integrated Multitiered System of Support	9
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	8
The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia	8
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	8
Language Proficiency and the Relation to Word–Problem Performance in Emergent Bilingual Students with Mathematics Difficulties	7
Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis	7
The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD	7
The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes	7
“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs	6
Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms	6
Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds	6
Use of Simulated Discussions of Postsecondary Accommodations to Inform Self-Advocacy Instruction	6
Teaching Writing to Students With Learning Disabilities: An Observational Study of Classroom Practices	5
Progress Monitoring of Language Acquisition and Academic Content for English Learners	5
Predicting the Word-Problem Performance of Students With Mathematics Difficulty Using Word-Problem Vocabulary Knowledge	5
	5
	5

Youth With Specific Learning Disorders: Attitudes and Clinical Decision-Making Among Mental Health Trainees	4
	4
	4
Typing Performance and Technique of Higher Education Students with Specific Learning Disorders	4
Predictive Strength of Math Screening Across English Language Proficiency Scores in Third to Eighth Grade	3
Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School	3
	3
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency‐Based Screening Assessments	3
Lessons Learned during the Development and Validation of an Intensive Evidence‐Based Reading Intervention for Secondary Students	2
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	2
From the Editor	2
Teaching Students With and Without Learning Disabilities to Use a Scientific Argumentative Writing Strategy in Inclusive Science Classes	2
Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre	2
A Two–Study Conceptual Replication Investigating the Role of Initial Word–Reading Skills with Response to Intervention for High School Students	2
Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?	2
	2
Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?	1
Infusing Evidence-Based Instruction in Two Middle School Settings	1
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	1
DLD 2024 Award Winners	1
A Meta-Analytic Review of the Concrete-Representational-Abstract Math Approach	1
Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation	1
How and What to Teach Students With Disabilities in Mathematics: Controversies and Complexities Raised by the NCTM/CEC Position Statement	1
Can Artificial Intelligence Tools Generate Text That is Useful for Reading Practice?	1
DLD Policy Brief: A Synopsis of Federal-Level Dyslexia Law	1
A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities	1
A Scoping Review of Mathematics Interventions: Moderation Analyses of Initial Mathematics Skills	1
Reporting Quality of Single–Case Research Published in Learning Disabilities Journals	1
Teacher–Student Relationships and Psychosocial Adjustment of Students with Specific Learning Disorders	1
Understanding Error Patterns in Integer Operations of Students With and Without Mathematics Difficulty: A Descriptive Analysis	1
Twice Exceptional: English Learners with Learning Disorders	1
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	1
Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes	1