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 2021-02-01 to 2025-02-01.)

Article	Citations
A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities	64
Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties	24
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology	22
Introduction to Special Series: Adults With Low Academic Skills	22
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors	21
Do Mathematics and Reading Skills Impact Student Science Outcomes?	20
The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment	19
Effects of Professional Development on English Learners’ Problem Solving	18
Language Difficulties in School-Age Children With Developmental Dyslexia	16
Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?	15
A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities	14
The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis	13
Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers	13
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study’s Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty	12
Special and General Education Teachers’ Beliefs About Writing and Writing Instruction	11
Exploring Predictors of Teachers’ Sustained Use of Data-Based Instruction	10
Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Overdiagnosis and Overtreatment During Elementary School	10
Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice	9
Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers	9
Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies	9
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers	9
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis	8
Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences	8
Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention	7
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies	7

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening	7
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities	6
Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood	6
International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series	6
Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity	5
Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects	5
Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia	5
A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity	5
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD	5
Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD	5
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories	5
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors	5
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review	4
Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties	4
Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs	4
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties	4
Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty	4
Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Meas	4
Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers	4
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition	3
Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities	3
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach	3
No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis	3
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	3
Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty	3
Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach	3
Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty	3
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention	3
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial	3
Efficacy of Small Group Reading Intervention for Grade 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial	3
An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills	3
Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness	2
Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities	2
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language	2
Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades	2
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model	2
Considerations for Intensifying Word-Problem Interventions for Students With MD: A Qualitative Umbrella Review of Relevant Meta-Analyses	2
Impaired Ability in Visual-Spatial Attention in Chinese Children With Developmental Dyslexia	2
Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument	2
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?	2
Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents	2
Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee	2
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts	2
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?	2
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language	2
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades	2