OOIR: Observatory of International Research

Papers

(The median citation count of Learning Disabilities Research & Practice is 0. 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 2021-08-01 to 2025-08-01.)

Article	Citations
	33
Teaching Fraction Computations to Children With Mathematics Difficulties Using a Virtual Number Line Intervention	14
CEC Division for Learning Disabilities 2022 Award Winners	13
The Impact of Intervention on the Learning and Retention of Specific Word-Problem Characteristics of Students With Word-Problem Difficulties	13
If You Build it, Will They Come and Will It Matter? The Unrequited Dream of a Summer Reading Program	12
Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty	12
Considering Social Validity in Special Education Research	11
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	9
Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction	9
The Role of Theory of Mind in Facial Recognition of Chinese Children with Dyslexia	8
Universal Design for Learning within an Integrated Multitiered System of Support	8
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	7
The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD	6
“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs	6
Language Proficiency and the Relation to Word–Problem Performance in Emergent Bilingual Students with Mathematics Difficulties	6
Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds	6
The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes	6
Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis	6
Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms	5
Teaching Writing to Students With Learning Disabilities: An Observational Study of Classroom Practices	5
Use of Simulated Discussions of Postsecondary Accommodations to Inform Self-Advocacy Instruction	5
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Predicting the Word-Problem Performance of Students With Mathematics Difficulty Using Word-Problem Vocabulary Knowledge	5
Progress Monitoring of Language Acquisition and Academic Content for English Learners	5

Typing Performance and Technique of Higher Education Students with Specific Learning Disorders	4
Youth With Specific Learning Disorders: Attitudes and Clinical Decision-Making Among Mental Health Trainees	4
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Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency‐Based Screening Assessments	3
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
Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?	2
A Two–Study Conceptual Replication Investigating the Role of Initial Word–Reading Skills with Response to Intervention for High School Students	2
Teaching Students With and Without Learning Disabilities to Use a Scientific Argumentative Writing Strategy in Inclusive Science Classes	2
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Lessons Learned during the Development and Validation of an Intensive Evidence‐Based Reading Intervention for Secondary Students	2
Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre	2
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	2
Letter from Editor	1
A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities	1
Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation	1
From the Editor	1
Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes	1
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	1
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	1
Infusing Evidence-Based Instruction in Two Middle School Settings	1
Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?	1
A Scoping Review of Mathematics Interventions: Moderation Analyses of Initial Mathematics Skills	1
How and What to Teach Students With Disabilities in Mathematics: Controversies and Complexities Raised by the NCTM/CEC Position Statement	1
35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject‐Area Classes, Part II	1
DLD Policy Brief: A Synopsis of Federal-Level Dyslexia Law	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
A Meta-Analytic Review of the Concrete-Representational-Abstract Math Approach	1
English Learners’ Performance on a Measure of Dyslexia Risk	0
Supplemental intervention for third-grade English learners with significant problem-solving challenges	0
Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction	0
Positive Distance Learning Perception, Personal Resources, and Loneliness Among Higher Education Students With ADHD and/or SLD	0
What Predicts First‐ and Second‐Language Difficulties? Testing Language and Executive Functioning Skills as Correlates	0
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Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration	0
Do Magnitude Knowledge Gains Mediate the Outcomes of a Kindergarten Mathematics Intervention?	0
Postsecondary Students with LD/ADHD Facing a Sudden Shift to Online Learning during the COVID–19 Pandemic—Emotional Costs and Implications	0
Corrigendum to Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers	0
Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support	0
Modeling of Nonlinear Growth to Improve the Accuracy of Identification Decision Rules	0
Making FAPE Appropriate Now for Students with Learning Disabilities	0
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	0
Examining the Role of Domain‐General Skills in Mathematics Learning and Intervention Response in Kindergarten	0
The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data–Based Decisions to Improve Students’ Writing	0
Implementation Factors and Their Influence on Student Mathematics Outcomes	0
CEC division for learning disabilities 2021 award winners	0

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Predictors of Multiple-Document Comprehension Among Third-Grade Children With Reading Difficulties and Disabilities	0
DLD 2024 Award Winners	0
Associations Between ADHD Symptoms and Rejection Sensitivity in College Students: Exploring a Path Model With Indicators of Mental Well-Being	0
Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership	0
A Synthesis of Prealgebraic Reasoning Interventions for Students with Mathematics Difficulty in Grades 6 Through 8	0
Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT)	0
Developing Understanding of Fraction Magnitude Among Sixth Graders With Math Difficulties	0
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	0
The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study	0
Understanding Dyslexia Guidance for Parents and Teachers: A Review of States' Handbooks	0
A Meta‐Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties	0
High–Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions	0
Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence	0
Mixed‐Methods Approaches in Special Education Research	0
Predictors of Reading and Spelling Difficulties in Italian Children: Specific Language and General Cognitive Skills	0
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	0
Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities	0
Letter from Editorial Team	0
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	0
Using worked examples to promote explanations of fractions concepts: A formative pilot study	0
Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention	0
An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important?	0
Twice Exceptional: English Learners with Learning Disorders	0
Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles	0
A Systems-Level Framework for Implementing Tier 2 Reading Interventions in India	0
The Impact of Initial Level of Performance on Multidisciplinary Team Eligibility Decisions When Using Response to Intervention	0
From Silos to Synergy in STEM Education: Promoting Interdisciplinary STEM Education to Enhance the Science Achievement of Students With Learning Disabilities	0
A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties	0
A Systematic Review of Mathematics Interventions for Middle‐School Students Experiencing Mathematics Difficulty	0
Qualitative Methods in Special Education Research	0
State of the States: Evidence-Based Literacy Policies for Inservice and Preservice Teachers	0
Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis	0
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)	0
Interventions Targeting Anxiety in Individuals with Learning Disabilities: A Scoping Review	0
Building Conceptual Understanding of Multiplicative Reasoning Content in Third Graders Struggling to Learn Mathematics: A Feasibility Study	0
Corrigendum to Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools	0
Special Education Teachers’ Self–Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities	0
Monitoring Reading Component Skills during a Word‐Level Intervention for Adolescents with Limited Reading Proficiency	0
Sentence Writing Intervention for At‐Risk Writers in Upper Elementary Grades	0
Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4	0
Can Artificial Intelligence Tools Generate Text That is Useful for Reading Practice?	0
Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed	0