OOIR: Observatory of International Research

Papers

(The TQCC of Learning Disabilities Research & Practice is 4. 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 2021-12-01 to 2025-12-01.)

Article	Citations
	17
Teaching Fraction Computations to Children With Mathematics Difficulties Using a Virtual Number Line Intervention	15
Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty	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
CEC Division for Learning Disabilities 2022 Award Winners	11
Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction	9
Considering Social Validity in Special Education Research	9
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
Language Proficiency and the Relation to Word–Problem Performance in Emergent Bilingual Students with Mathematics Difficulties	8
Counting-Focused Intervention Effects for Students With Mathematics Difficulty: A Research Synthesis	7
Use of Simulated Discussions of Postsecondary Accommodations to Inform Self-Advocacy Instruction	7
“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs	7
Bridging the Literacy Gaps: Examining the Impact of the Morphoread Intervention on the Reading Achievement of Children From Low SES Backgrounds	7
The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes	7
The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD	7
Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms	6
	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	4
	4
	4

Youth With Specific Learning Disorders: Attitudes and Clinical Decision-Making Among Mental Health Trainees	4
Typing Performance and Technique of Higher Education Students with Specific Learning Disorders	4
	4