Learning Disabilities Research and Practice

Aims & Scope

Because learning disabilities is a multidisciplinary field of study, Learning Disabilities Research & Practice (LDRP) publishes articles addressing the nature and characteristics of children and adults with learning disabilities, program development, assessment practices, and instruction.

In so doing, LDRP provides valuable information to professionals involved in a variety of different disciplines including special education, school psychology, counseling, reading, and medicine.

Two separate sections--research and practice--are distinguished with respect to content and manuscript style.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.6
2024	1.90

Journal Rank

Year	Value
2024	6801

Journal Citation Indicator

Year	Value
2024	192

SJR (SCImago Journal Rank)

Year	Value
2024	0.798

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	35

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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.

• Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters

  Citation: 510

  Authors: Joseph K.

• Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

  Citation: 480

  Authors: Douglas, Devery, Paul L., Caresa L.

• Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems

  Citation: 440

  Authors: Sharon, Lynn S.

• The Critical Role of Vocabulary Development for English Language Learners

  Citation: 364

  Authors: Diane, Maria, Cheryl, Catherine

• Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories

  Citation: 329

  Authors: Nancy C., David, Maria N., Chaitanya

• Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children

  Citation: 244

  Authors: Barbara R., Joseph

• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

  Citation: 237

  Authors: Panayiota, Paul, Anne, Josefine

• Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?

  Citation: 218

  Authors: Frank M., Donald L., Margaret E., Kathleen M.

• Oral Language and Reading in Bilingual Children

  Citation: 203

  Authors: Jon F., John, Ann, Aquiles, Leah, David J.

• Explicit Instruction: Historical and Contemporary Contexts

  Citation: 177

  Authors: Charles A., Jared R., William J., Sarah K.

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