OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Learning Disabilities is 3. 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 2020-11-01 to 2024-11-01.)

Article	Citations
A Cumulative Risk and Resilience Model of Dyslexia	56
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making	33
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports	18
A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities	18
Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences	17
College Readiness: Differences Between First-Year Undergraduates With and Without ADHD	16
How Specific Are Learning Disabilities?	16
Language Difficulties in School-Age Children With Developmental Dyslexia	16
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties	16
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model	15
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts	15
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?	14
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades	13
No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis	13
Special and General Education Teachers’ Beliefs About Writing and Writing Instruction	12
Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty	11
Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research	11
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention	11
A Productive Scholar’s Guide to Respectful, Responsible Inquiry During the COVID-19 Pandemic: Moving Forward	10
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs	10
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers	10
Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools	9
Educator Perspectives on Data-Based Decision Making in Germany and the United States	9
Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach	9
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review	8

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents	8
Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties	8
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	7
Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies	7
Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexia	7
Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy	7
Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis	6
Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish	6
International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series	6
A Model of Chinese Spelling Development in Hong Kong Kindergarteners	6
Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?	6
Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?	6
Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities	6
Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers	6
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers	5
Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity	5
Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading	5
Impaired Perception and Neural Processing of Rules in Developmental Dyslexia	5
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities	5
A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research	5
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review	5
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention Studies	5
Unpacking the Simple View of Reading for Struggling Adult Readers	4
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language	4
Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice	4
Mathematics Difficulties and Psychopathology in School-Age Children	4
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities	4
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	4
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	4
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect	4
Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language	4
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors	4
Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis	4
Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia	3
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners	3
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial	3
Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia	3
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology	3
Special Education Services and School-Related Quality of Life in Children With Learning Disorders and Their Families: A One-Year Follow-Up Study	3
Different Cognitive Correlates of Early Learning of Spelling of Different Target Types in Korean Hangul Among First Language Children and Adult Foreign Language Learners	3
What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening	3
Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction	3
MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment	3
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach	3
A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity	3
Effects of Professional Development on English Learners’ Problem Solving	3