Australian Journal of Learning Difficulties

Aims & Scope

The Australian Journal of Learning Difficulties provides a forum for both theoretical and empirical articles on topics related to the assessment and teaching of students with learning disabilities and learning difficulties.

Papers reporting intervention studies focused on effective instruction in basic skills are particularly welcome.

The journal is subject to a double-blind peer review process.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.6
2024	0.90

Journal Rank

Year	Value
2024	14447

Journal Citation Indicator

Year	Value
2024	59

SJR (SCImago Journal Rank)

Year	Value
2024	0.375

Quartile

Year	Value
2024	Q3

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Developmental dyslexia: emotional impact and consequences

  Citation: 196

  Authors: Emily M., Linda S., Urs

• Children’s reading difficulties, language, and reflections on the simple view of reading

  Citation: 132

  Authors: Kate

• Assessing the basic components of reading: A revision of the Castles and Coltheart test with new norms

  Citation: 107

  Authors: Anne, Max, Linda, Pip, Steven, Genevieve

• The cognitive foundations of learning to read: a framework for preventing and remediating reading difficulties

  Citation: 85

  Authors: William E., Wesley A.

• What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education

  Citation: 78

  Authors: Louisa

• Australian pre-service teachers' knowledge of phonemic awareness and phonics in the process of learning to read

  Citation: 42

  Authors: Ruth

• Dyslexia in Chinese language: An overview of research and practice

  Citation: 34

  Authors: Kevin K.H., Connie S.-H.

• Assessing spelling skills and strategies: A critique of available resources

  Citation: 31

  Authors: Saskia, Lyndsey, Anne

• Investigating the effects of a game-based approach in teaching word recognition and spelling to students with reading disabilities and attention deficits

  Citation: 27

  Authors: Anna Garito, Eunice Eunhee

• Primary teachers' linguistic knowledge and perceptions of early literacy instruction

  Citation: 26

  Authors: Nicole E., Amanda L.

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