Journal Report

JOURNAL OF LEARNING DISABILITIES

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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
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
Developing the Bilingual Adult Reading History Questionnaire (Bi-ARHQ): Initial Validation, Psychometric Properties, and Factor Structure in a Chinese-English Context
Ning An, Kembell Lentejas, So Chi Liu et al.
2026-7-31
DOI: 10.1177/00222194261468730
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Printed: October 28, 2026 09:02