Journal Report

JOURNAL OF LEARNING DISABILITIES

Download PDF
Journal Information
Journal Title
JOURNAL OF LEARNING DISABILITIES
Publisher
SAGE PUBLICATIONS INC
ISSN
0022-2194
E-ISSN
1538-4780
Database
Clarivate
Domain
Health Sciences, Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓ ✓
2025 ✓ ✓
2024 ✓ ✓
2023 ✓ ✓
2021/2022 ✓ ✓
2020 ✓ ✓
2019 ✓ ✓ ✓
2018 ✓
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
A Single-Case Study of Sentence Writing Instruction for Elementary Students With Learning Disabilities
Abigail A. Allen, Bohyang Jin, Maryana J. Al Tobi
2026-10-28
DOI: 10.1177/00222194261496851
The Influence of Study Selection Criteria on Statistical Conclusion Validity for Reading Interventions: Evidence From Non-Independent Data Structures
Allyson L. Hayward, Jeffrey A. Shero, Jessica A. R. Logan
2026-10-26
DOI: 10.1177/00222194261496849
The Effect of Technology-Based Reading Comprehension Instruction for Students With or at Risk for Reading Difficulties: A Systematic Review and Meta-Analysis
Linling Shen, Xueye Yan, Peng Peng et al.
2026-10-25
DOI: 10.1177/00222194261491768
Emotional Competence in Children With Language and Learning Disorders: A Systematic Review and Meta-Analysis
Oriol Verdaguer-Ribas, Nadia Ahufinger, Jaume March-Llanes et al.
2026-10-22
DOI: 10.1177/00222194261491764
Psychometric Properties of the Dyslexia Referral Checklist for English- and Spanish-Speaking Children
Yusra Ahmed, Michael A. Assel, Michael P. Mesa et al.
2026-10-22
DOI: 10.1177/00222194261490114
Co-Occurrence Between Internalizing Problems, Academic-Related Anxieties, and Mathematics Difficulties: A Cross-Cultural Study
Dan Cai, Ana Paula Alves Vieira, Dan-Xin Huang et al.
2026-10-22
DOI: 10.1177/00222194261491760
Mathematics-Writing Assessments: An Analysis of Prompts and Scoring Methods on Performance of Students With and Without Mathematics Difficulty
Tessa L. Arsenault, Sarah R. Powell, Kayla Garvais et al.
2026-10-8
DOI: 10.1177/00222194261486013
Exploring Latent Profiles of Word-Reading and Reading Comprehension Skills Among English–French Bilingual Children in Grades 1 to 3
Sharry Shakory, Meng-Hsun Lee, S. Hélène Deacon et al.
2026-10-8
DOI: 10.1177/00222194261490112
Beyond Phonology: Characteristics of Reading-Disabled (Dyslexic) Adults With Proficient Phonemic Awareness
Michal Shecter-Lerner, Zvia Breznitz, David L. Share
2026-9-12
DOI: 10.1177/00222194261478620
Vocabulary Intervention for Students With Learning Disabilities in Grades 3 to 8: A Synthesis of 50 Years of Research
Kristen D. Beach, Victoria M. Sanchez, Miranda Fitzgerald et al.
2026-8-27
DOI: 10.1177/00222194261476552
Articles retrieved from Crossref.
Green Journals | https://www.green-journals.com | info@green-journals.com
Printed: October 28, 2026 17:41