OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Learning Disabilities is 7. 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 2020-03-01 to 2024-03-01.)

Article	Citations
The Prevalence of Dyslexia: A New Approach to Its Estimation	98
Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading	56
A Cumulative Risk and Resilience Model of Dyslexia	38
Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis	30
A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story	30
Open Science in Education Sciences	23
Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype	23
The Association of Executive Functioning With Academic, Behavior, and Social Performance Ratings in Children With ADHD	23
A Meta-Analysis of the Impact of Professional Development on Teachers’ Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making	21
Characteristics of Students Identified With Dyslexia Within the Context of State Legislation	19
Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities	18
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports	15
Danielson’s Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education	13
Language Difficulties in School-Age Children With Developmental Dyslexia	12
College Readiness: Differences Between First-Year Undergraduates With and Without ADHD	12
Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences	11
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties	11
How Specific Are Learning Disabilities?	11
The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers	10
A Productive Scholar’s Guide to Respectful, Responsible Inquiry During the COVID-19 Pandemic: Moving Forward	10
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?	10
Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools	9
Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research	9
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model	9
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades	8

The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention	8
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs	8
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties	8
Educator Perspectives on Data-Based Decision Making in Germany and the United States	8
No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis	8
Identifying and Serving Students With Learning Disabilities, Including Dyslexia, in the Context of Multitiered Supports and Response to Intervention	7
Special and General Education Teachers’ Beliefs About Writing and Writing Instruction	7
Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents	7
The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes	7
Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy	7