OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Learning Disabilities is 6. 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
A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities	18
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports	18
Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences	17
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
College Readiness: Differences Between First-Year Undergraduates With and Without ADHD	16
Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts	15
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model	15
A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?	14
No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis	13
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades	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
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
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
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
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