Example of Journal of Learning Disabilities format
Recent searches

Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
Look Inside
Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format Example of Journal of Learning Disabilities format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Journal of Learning Disabilities — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Health Professions (all) #1 of 14 -
Education #52 of 1319 down down by 16 ranks
Health (social science) #15 of 293 down down by 4 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 175 Published Papers | 1037 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 01/06/2020
Related journals
Insights
General info
Top papers
Popular templates
Get started guide
Why choose from SciSpace
FAQ

Related Journals

open access Open Access

SAGE

Quality:  
High
CiteRatio: 3.1
SJR: 0.964
SNIP: 1.77
open access Open Access

Springer

Quality:  
High
CiteRatio: 3.0
SJR: 0.517
SNIP: 1.332
open access Open Access

Springer

Quality:  
High
CiteRatio: 3.9
SJR: 1.272
SNIP: 1.532
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.8
SJR: 0.852
SNIP: 2.058

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

5.9

CiteRatio for Journal of Learning Disabilities from 2016 - 2020
Year Value
2020 5.9
2019 5.9
2018 5.9
2017 5.4
2016 5.3
graph view Graph view
table view Table view

1.635

3% from 2019

SJR for Journal of Learning Disabilities from 2016 - 2020
Year Value
2020 1.635
2019 1.684
2018 1.645
2017 1.578
2016 1.509
graph view Graph view
table view Table view

1.771

20% from 2019

SNIP for Journal of Learning Disabilities from 2016 - 2020
Year Value
2020 1.771
2019 2.217
2018 1.794
2017 2.132
2016 1.722
graph view Graph view
table view Table view

insights Insights

  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 3% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 20% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Journal of Learning Disabilities

Guideline source: View

All company, product and service names used in this website are for identification purposes only. All product names, trademarks and registered trademarks are property of their respective owners.

Use of these names, trademarks and brands does not imply endorsement or affiliation. Disclaimer Notice

SAGE

Journal of Learning Disabilities

The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) ho...... Read More

Health(social science)

General Health Professions

Education

Social Sciences

i
Last updated on
01 Jun 2020
i
ISSN
0022-2194
i
Impact Factor
High - 1.345
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
SageV
i
Citation Type
Numbered (Superscripted)
25
i
Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1177/00222194040370010201
Mathematics and Learning Disabilities
David C. Geary1

Abstract:

Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive defici... Between 5% and 8% of school-age children have some form of memory or cognitive deficit that interferes with their ability to learn concepts or procedures in one or more mathematical domains. A review of the arithmetical competencies of these children is provided, along with discussion of underlying memory and cognitive deficits and potential neural correlates. The deficits are discussed in terms of three subtypes of mathematics learning disability and in terms of a more general framework for linking research in mathematical cognition to research in learning disabilities. read more read less

Topics:

Mathematical ability (60%)60% related to the paper, Learning disability (57%)57% related to the paper, Cognition (55%)55% related to the paper, Cognitive deficit (55%)55% related to the paper, Numerical cognition (54%)54% related to the paper
View PDF
1,142 Citations
Journal Article DOI: 10.1177/002221948802101003
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader The Phonological-Core Variable-Difference Model
Keith E. Stanovich1

Abstract:

A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is ... A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the type that have plagued the learning disabilities field. The model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution, thus avoiding the connotations of discreteness that have continually undermined our understanding of reading disability. read more read less

Topics:

Reading disability (58%)58% related to the paper, Dyslexia (56%)56% related to the paper, Phonological deficit (55%)55% related to the paper, Learning disability (55%)55% related to the paper, Reading (process) (55%)55% related to the paper
1,099 Citations
Journal Article DOI: 10.1177/002221940103400104
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches

Abstract:

Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-min... Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills. read more read less

Topics:

Phonemic awareness (60%)60% related to the paper, Reading comprehension (58%)58% related to the paper, Special education (54%)54% related to the paper, Reading (process) (52%)52% related to the paper, Resource room (51%)51% related to the paper
1,020 Citations
Journal Article DOI: 10.1177/002221949402700503
Longitudinal Studies of Phonological Processing and Reading
Joseph K. Torgesen1, Richard K. Wagner2, Carol A. Rashotte3

Abstract:

O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987) As the term is used by those who study ... O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987) As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonological or sound structure of oral language when he or she is learning how to decode written language The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work) The kinds of phonological processing skills and knowledge that have been most frequently studied include phonological awareness, phonological memory, and rate of access for phonological information Types of Reading-Related Phonological Skill read more read less

Topics:

Phonological awareness (78%)78% related to the paper, Rapid automatized naming (71%)71% related to the paper, Reading (process) (54%)54% related to the paper, Phonology (51%)51% related to the paper
913 Citations
Journal Article DOI: 10.1177/00222194050380040301
Early Identification and Interventions for Students With Mathematics Difficulties
Russell Gersten1, Nancy C. Jordan2, Jonathan R. Flojo

Abstract:

This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slowe... This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored. read more read less

Topics:

Number sense (55%)55% related to the paper, Mathematical ability (54%)54% related to the paper, Memory span (51%)51% related to the paper, Early numeracy (51%)51% related to the paper
775 Citations
Author Pic

SciSpace is a very innovative solution to the formatting problem and existing providers, such as Mendeley or Word did not really evolve in recent years.

- Andreas Frutiger, Researcher, ETH Zurich, Institute for Biomedical Engineering

Get MS-Word and LaTeX output to any Journal within seconds
1
Choose a template
Select a template from a library of 40,000+ templates
2
Import a MS-Word file or start fresh
It takes only few seconds to import
3
View and edit your final output
SciSpace will automatically format your output to meet journal guidelines
4
Submit directly or Download
Submit to journal directly or Download in PDF, MS Word or LaTeX

(Before submission check for plagiarism via Turnitin)

clock Less than 3 minutes

What to expect from SciSpace?

Speed and accuracy over MS Word

''

With SciSpace, you do not need a word template for Journal of Learning Disabilities.

It automatically formats your research paper to SAGE formatting guidelines and citation style.

You can download a submission ready research paper in pdf, LaTeX and docx formats.

Time comparison

Time taken to format a paper and Compliance with guidelines

Plagiarism Reports via Turnitin

SciSpace has partnered with Turnitin, the leading provider of Plagiarism Check software.

Using this service, researchers can compare submissions against more than 170 million scholarly articles, a database of 70+ billion current and archived web pages. How Turnitin Integration works?

Turnitin Stats
Publisher Logos

Freedom from formatting guidelines

One editor, 100K journal formats – world's largest collection of journal templates

With such a huge verified library, what you need is already there.

publisher-logos

Easy support from all your favorite tools

Journal of Learning Disabilities format uses SageV citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Journal of Learning Disabilities in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Journal of Learning Disabilities guidelines and auto format it.

2. Do you follow the Journal of Learning Disabilities guidelines?

Yes, the template is compliant with the Journal of Learning Disabilities guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Journal of Learning Disabilities?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Journal of Learning Disabilities citation style.

4. Can I use the Journal of Learning Disabilities templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Journal of Learning Disabilities.

5. Can I use a manuscript in Journal of Learning Disabilities that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Journal of Learning Disabilities that you can download at the end.

6. How long does it usually take you to format my papers in Journal of Learning Disabilities?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Journal of Learning Disabilities.

7. Where can I find the template for the Journal of Learning Disabilities?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Journal of Learning Disabilities's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Journal of Learning Disabilities's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Journal of Learning Disabilities an online tool or is there a desktop version?

SciSpace's Journal of Learning Disabilities is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Journal of Learning Disabilities?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Journal of Learning Disabilities?”

11. What is the output that I would get after using Journal of Learning Disabilities?

After writing your paper autoformatting in Journal of Learning Disabilities, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Journal of Learning Disabilities's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Journal of Learning Disabilities?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Learning Disabilities. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Learning Disabilities?

The 5 most common citation types in order of usage for Journal of Learning Disabilities are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Journal of Learning Disabilities?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Journal of Learning Disabilities's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Journal of Learning Disabilities in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Journal of Learning Disabilities Endnote style according to Elsevier guidelines.

Fast and reliable,
built for complaince.

Instant formatting to 100% publisher guidelines on - SciSpace.

Available only on desktops 🖥

No word template required

Typset automatically formats your research paper to Journal of Learning Disabilities formatting guidelines and citation style.

Verifed journal formats

One editor, 100K journal formats.
With the largest collection of verified journal formats, what you need is already there.

Trusted by academicians

I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

Andreas Frutiger
Researcher & Ex MS Word user
Use this template