Learning Disability Quarterly

Aims & Scope

Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities.

Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.2
2024	1.60

Journal Rank

Year	Value
2024	6232

Journal Citation Indicator

Year	Value
2024	194

SJR (SCImago Journal Rank)

Year	Value
2024	0.848

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	62

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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 Health Professions, Neuroscience 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.

• Would You Recognize Universal Design for Learning if You Saw it? Ten Propositions for New Directions for the Second Decade of UDL

  Citation: 249

  Authors: Dave L.

• Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes

  Citation: 232

  Authors: Virginia W.

• Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure

  Citation: 214

  Authors: Michael D., D. Betsy, Sharon

• Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training

  Citation: 172

  Authors: Bernice Y. L., Wayne

• Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

  Citation: 164

  Authors: Douglas, Lynn S., Donald L.

• Programmatic Intervention Research: Illustrations from the Evolution of Self-Regulated Strategy Development

  Citation: 153

  Authors: Karen R., Steve

• Teacher Assistance Teams: A Model for Within-Building Problem Solving

  Citation: 149

  Authors: James C., Margaret, Robert

• Graphic Organizers and Students with Learning Disabilities: A Meta-Analysis

  Citation: 149

  Authors: Douglas D., Charles A.

• Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

  Citation: 144

  Authors: J., V., V., B., C., E., M., A., S., M., R., C., S., C., D., E., D., M., M., S., N., R., L., A., N., T., F., C., J., G., J., N., M., G., K., D., J., M., J., S., L., B., L., C., C., F., E., M., S., J., L., L., A., T., J., D., P., J.

• Declaring Students Eligible for Learning Disability Services: Why Bother with the Data?

  Citation: 143

  Authors: James E., Bob, Linda, Janet

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