OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Learning Disabilities is 2. 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
Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers	37
Reframing the Most Important Special Education Policy Debate in 50 Years: How Versus Where to Educate Students With Disabilities in Americ	31
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology	26
A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity	25
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors	23
Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Overdiagnosis and Overtreatment During Elementary School	19
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers	17
Efficacy of Small-Group Reading Intervention for Grades 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial	16
Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties	16
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review	16
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach	15
Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument	14
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade	12
Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive Intervention	12
SLD Models and Assessment Data Sources: Effects on Identification and Confidence	11
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review	11
Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers	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	8
A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?	7
A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research	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
Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities	7

The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement	7
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts	7
What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening	7
A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children’s Preschool Emergent Literacy	7
Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexia	7
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition	7
The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment	6
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD	6
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis	6
A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities	6
Low Literacy Levels Among U.S. Adults and Difficult Ballot Propositions	5
Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty	5
Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities	5
Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs	5
Predicting Adolescent Arithmetic and Reading Dysfluency	5
The Role of Morphology and Sentence Context in Word Processing for Adults With Low Literacy	5
Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects	5
Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School	4
Educators’ Perspectives of Working Conditions in Inclusive Elementary Schools	4
Predicting State Testing Proficiency with Preschool Assessments	4
Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD	4
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?	4
Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study	4
Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial	4
Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations	4
International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series	4
Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study	4
Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?	4
Technical Features of Sentence-Level Curriculum-Based Measures and Language Sample Analysis for Students With Writing Difficulties	4
On the Importance of Place: An Introduction to the Special Issue	3
Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention	3
Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty	3
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories	3
A Meta-Analytic Review of Spelling Interventions for Students With or At-Risk for Learning Disabilities	2
Impaired Ability in Visual-Spatial Attention in Chinese Children With Developmental Dyslexia	2
The Family Quality of Life of Children With Specific Learning Disabilities, Attention-Deficit Hyperactivity Disorder, and Their Co-Occurrence: A Cross-Sectional Study	2
Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty	2
Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities	2
Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness	2
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial	2
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model	2
Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?	2