OOIR: Observatory of International Research

Papers

(The TQCC of Learning Disabilities Research & Practice 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
Treatment Fidelity: What It Is and Why It Matters	47
Qualitative Methods in Special Education Research	18
Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings	13
Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature	11
Self‐Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas	10
Defining Specially Designed Instruction: A Systematic Literature Review	10
Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes	9
Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles	9
Mathematics Interventions for Adolescents with Mathematics Difficulties: A Meta‐Analysis	9
Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities	8
A Systematic Review of Mathematics Interventions for Middle‐School Students Experiencing Mathematics Difficulty	7
A Decade Review of Single‐Case Graph Construction in the Field of Learning Disabilities	7
Effects of a First‐Grade Mathematics Vocabulary Intervention: A Pilot Study for Students with Mathematics Difficulty	7
SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections	7
Mixed‐Methods Approaches in Special Education Research	7
A Synthesis on the Impact of Self‐Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities	6
Students with Specific Learning Disabilities in Inclusive Settings: A study of Teachers’ Self‐Efficacy	6
Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population	6
Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities	6
Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration	5
A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties	5
Considering Social Validity in Special Education Research	5
Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas	4
Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed	4
High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play	4

Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design	4
Reading Fluency and Reading Motivation in Hebrew in Students with Reading Disabilities	4
Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis	4
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency‐Based Screening Assessments	4
Universal Design for Learning within an Integrated Multitiered System of Support	3
What Predicts First‐ and Second‐Language Difficulties? Testing Language and Executive Functioning Skills as Correlates	3
The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think‐Aloud Study	3
Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4	3
Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation	3
Sentence Writing Intervention for At‐Risk Writers in Upper Elementary Grades	3
Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT)	3
Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?	3
Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?	3
Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty	3