Journal of Learning Disabilities

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scopus ncbi ulakbim soc
Short Name Journal of Learning Disabilities
Abbreviated Name journal of learning disabilities
ISSN 0022-2194
Aim and Scope
URL
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Journal Metrics & Performance

Performance Statistics
21
Total Articles
0
Recent Articles
216.6
Average Citations
460
Total Views
0022-2194
ISSN
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Publications Per Year

Recent Articles (21 total)

2019
Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia.
Chung, Kevin Kien Hoa;Lam, Chun Bun;
, pp. 22219419882648
386 views DOI Abstract
2019
Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9
Kjeldsen, A.
Vol. 52 , pp. 366-382
338 views DOI
2019
Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers
Deng, Q.
Vol. 52 , pp. 299-311
309 views DOI
2020
The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities.
Oefinger, Lisa M;Peverly, Stephen T;
, pp. 22219419897268
306 views DOI Abstract
New Teachers' Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California.
Gottfried, Michael A;Hutt, Ethan L;Kirksey, J Jacob;
Vol. 52 , No. 5 , pp. 383-398
296 views DOI Abstract
2019
Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension
Petscher, Y.
Vol. 52 , pp. 324-336
291 views DOI
2019
A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders.
Herbert, Katherine E D;Massey-Garrison, Angela;Geva, Esther;
, pp. 22219419881625
272 views DOI Abstract
Grouping for reading instruction: does one size fit all?
Schumm, J S;Moody, S W;Vaughn, S;
Vol. 33 , No. 5 , pp. 477-88
272 views Abstract
2019
SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators
Ennis, R.
Vol. 52 , pp. 399-412
239 views DOI
2019
Teaching Grapheme-Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial.
Yeung, Susanna Siu-Sze;Savage, Robert;
, pp. 22219419894563
229 views DOI Abstract
View All 21 Articles