Impact Factor
3.27
Journal Citation Impact
Estimated influence, citation density, publishing volume, and citation integrity from the analytics table.
Citation rate
3.12
161 total citations
h5-index
24
h5 depth signal
Cited share
76.9%
40 of 52
Total citations
161
Citation footprint
Metric signal
3.24
External metric anchor
Self-citation
2.5%
4 self-citations
Citations Trend
Monthly Publications Cadence
Citing Geographic Demographics
United States
246
China
34
Canada
29
Spain
15
Italy
15
Citing Fields of Research
Education & Pedagogy
257
Linguistics & Language Studies
255
Neurodevelopmental Disorders
91
Psychiatry & Psychology
67
Neurosciences
24
Publishing Activity & Reach
Volume, recency, access pattern, and citing-community signals from the journal analytics record.
All-time article footprint
5,330
Articles tracked across the journal lifetime
Indexed publication set
52
40 cited publications
Last 12 months
23
1.9 publications/month
Open access share
39.1%
9 OA publications in the last year
Leading citing country
United States
246 citing publications
Leading citing field
Education & Pedagogy
257 citing publications
Latest tracked publication
8 October 2026
10 recent records available
Coverage & Indexing History
v11n1,Jan. 1978-
v11n1,Jan. 1978-
Active Coverage
Research Focus & Classification
Indexed Subjects
Education & Pedagogy
Linguistics & Language Studies
Broad Categories
Psychology
Linguistics & Language Studies
Neurodevelopmental Disorders
MeSH Descriptors
Learning Disabilities
Learning
Latest Publications
Recent article records with DOI-first linking and condensed abstracts.
01
DOI 10.1177/00222194261486013
Open DOI
Mathematics-Writing Assessments: An Analysis of Prompts and Scoring Methods on Performance of Students With and Without Mathematics Difficulty
Mathematics writing occurs regularly in classroom instruction, on state assessments, and as part of research. Yet, little research measures how student outcomes may differ across mathematics-writing prompt structures and scoring methods....
02
DOI 10.1177/00222194261490112
Open DOI
Exploring Latent Profiles of Word-Reading and Reading Comprehension Skills Among English–French Bilingual Children in Grades 1 to 3
This study aimed to advance our understanding of the reading profiles of bilinguals who are struggling readers. To this end, 198 English–French bilinguals attending French immersion were followed from Grades 1 to 3. Latent profile and tr...
03
DOI 10.1177/00222194261478620
Open DOI
Beyond Phonology: Characteristics of Reading-Disabled (Dyslexic) Adults With Proficient Phonemic Awareness
The current study investigates factors beyond phonology that contribute to dyslexia by comparing adult compensated dyslexics with and without phonemic impairments in Hebrew, a Semitic language with a unique abjadic orthography. Thirty-fo...
04
DOI 10.1177/00222194261476552
Open DOI
Vocabulary Intervention for Students With Learning Disabilities in Grades 3 to 8: A Synthesis of 50 Years of Research
This systematic review examined 63 vocabulary interventions for students with learning disabilities (LD) in Grades 3 to 8, reported 1978–2023. The review focused on instructional approaches, depth of processing, dosage, outcome measures,...
05
DOI 10.1177/00222194261468730
Open DOI
Developing the Bilingual Adult Reading History Questionnaire (Bi-ARHQ): Initial Validation, Psychometric Properties, and Factor Structure in a Chinese-English Context
Despite the growing number of bilingual and multilingual adults, most existing reading difficulty assessments focus primarily on individuals’ first language (L1) and often overlook their literacy experiences across languages. To address ...
06
DOI 10.1177/00222194261453927
Open DOI
Associations Between Self-Reported Literacy and Anxiety and Depressive Symptoms in Children, Adolescents, and Older Adults
Existing studies show a reliable association between literacy and mental health problems, such as anxiety and depressive symptoms. Much of this research has been conducted with primary school-age children, with less research focusing on ...
07
DOI 10.1177/00222194261453914
Open DOI
Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools
We investigated racial and ethnic disparities in learning disabilities (LD) identification in U.S. elementary schools including before and after proposal and implementation of the federal Equity in IDEA regulations. We analyzed repeated ...
08
DOI 10.1177/00222194261453919
Open DOI
Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners
This study aimed to validate a fluency-based curriculum-based measurement (CBM) tool for identifying kindergarten students at risk for mathematics learning disabilities within a Spanish-speaking context, addressing the need to examine ea...
09
DOI 10.1177/00222194261450136
Open DOI
AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems
This study examined the impacts of an AI chatbot intervention for improving arithmetic word-problem-solving among Chinese primary students with dyslexia and explored how different types of motivation moderated these effects. Eighty-three...
10
DOI 10.1177/00222194261450144
Open DOI
Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level Curriculum-Based Measurement
Instructional decision-making is a defining feature of data-based individualization (DBI) for students with intensive learning needs, yet its added value in facilitating growth in writing remains underexplored. This study examined senten...
Bibliographical & Catalog Notes
Place of publication varies.
Also issued online.