Example of Learning Disability Quarterly format
Recent searches

Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly 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 Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly format Example of Learning Disability Quarterly 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

Learning Disability Quarterly — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #361 of 1319 down down by 244 ranks
Health Professions (all) #7 of 14 down down by 4 ranks
Behavioral Neuroscience #57 of 78 down down by 18 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 78 Published Papers | 193 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 07/06/2020
Related journals
Insights
General info
Top papers
Popular templates
Get started guide
Why choose from SciSpace
FAQ

Related Journals

open access Open Access
recommended Recommended

SAGE

Quality:  
High
CiteRatio: 5.9
SJR: 1.635
SNIP: 1.771
open access Open Access

Hindawi

Quality:  
High
CiteRatio: 2.0
SJR: 0.322
SNIP: 1.217
open access Open Access

Elsevier

Quality:  
High
CiteRatio: 3.0
SJR: 1.04
SNIP: 1.179
open access Open Access

SAGE

Quality:  
Good
CiteRatio: 2.0
SJR: 0.663
SNIP: 0.715

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

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

1.25

18% from 2018

Impact factor for Learning Disability Quarterly from 2016 - 2019
Year Value
2019 1.25
2018 1.525
2017 2.132
2016 1.028
graph view Graph view
table view Table view

2.5

7% from 2019

CiteRatio for Learning Disability Quarterly from 2016 - 2020
Year Value
2020 2.5
2019 2.7
2018 3.0
2017 3.3
2016 2.5
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 18% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has decreased by 7% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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.

0.994

10% from 2019

SJR for Learning Disability Quarterly from 2016 - 2020
Year Value
2020 0.994
2019 0.9
2018 0.764
2017 1.232
2016 0.965
graph view Graph view
table view Table view

1.258

17% from 2019

SNIP for Learning Disability Quarterly from 2016 - 2020
Year Value
2020 1.258
2019 1.513
2018 1.377
2017 1.598
2016 1.108
graph view Graph view
table view Table view

insights Insights

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

insights Insights

  • SNIP of this journal has decreased by 17% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Learning Disability Quarterly

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

Learning Disability Quarterly

The Learning Disability Quarterly (LDQ) is published four times a year by the Council for Learning Disabilities (CLD). As one of the premier research journals in the field of learning disabilities, LDQ is received by over 3,100 individuals, organizations, and libraries around ...... Read More

Education

General Health Professions

Behavioral Neuroscience

Social Sciences

i
Last updated on
06 Jun 2020
i
ISSN
0731-9487
i
Impact Factor
High - 1.147
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: 10.1177/073194871003300103
Would you recognize universal design for learning if you saw it? ten propositions for new directions for the second decade of udl
Dave L. Edyburn1

Abstract:

As I read the latest issue of the Learning Disability Quarterly,I was appreciative of the essay by King-Sears (2009) high- lighting the value of universal design for learning (UDL) to the learning disability community. The allure of UDL has captured the imagination of many educators and policy makers. The recent reau- thoriza... As I read the latest issue of the Learning Disability Quarterly,I was appreciative of the essay by King-Sears (2009) high- lighting the value of universal design for learning (UDL) to the learning disability community. The allure of UDL has captured the imagination of many educators and policy makers. The recent reau- thorization of the Higher Education Opportunity Act of 2008 (Public Law 110-315, Section 202, I, A), for example, requires col- leges of education that receive federal funding for teacher quality partnership grants to report on the outcomes of UDL training within their preservice preparation programs. King-Sears' efforts to encourage the learning disability community to dialogue about UDL are noteworthy and timely. Given that the King-Sears piece was featured as a "Commen- tary" article designed to spark conversation about contemporary topics, I would like to take this opportunity to extend the conver- sation and highlight nuances associated with translating UDL the- ory into practice. As someone who has been involved in helping individual teachers as well as schools, states, provinces, and policy makers translate UDL theory into practice, I am concerned about the ability of the profession to implement a construct that it can- not define. read more read less

Topics:

Universal Design for Learning (56%)56% related to the paper, Learning disability (53%)53% related to the paper, Higher education (51%)51% related to the paper
View PDF
321 Citations
Journal Article DOI: 10.2307/30035543
Vocabulary intervention for kindergarten students: comparing extended instruction to embedded instruction and incidental exposure
Michael D. Coyne1, D. Betsy McCoach1, Sharon Kapp1

Abstract:

The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and def... The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and definitional information, multiple exposures to target words in varied contexts, and experiences that promote deep processing of word meanings. In Study One, we compared extended instruction of target words to incidental exposure. In Study Two, we compared extended instruction to embedded instruction (i.e., providing simple definitions within the context of the story). Our findings indicated that extended instruction resulted in greater word learning than either incidental exposure or embedded instruction. Moreover, students maintained much of their understanding of word meanings six to eight weeks after instruction. Implications are discussed in relation to a tri-level approach to vocab... read more read less

Topics:

Word processing (57%)57% related to the paper, Vocabulary (56%)56% related to the paper, Vocabulary development (55%)55% related to the paper
305 Citations
Journal Article DOI: 10.2307/1511269
Coordinating transcription and text generation in working memory during composing: automatic and constructive processes
Virginia W. Berninger1

Abstract:

Research evidence is reviewed to show (a) that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities; and (b) that in turn other processes constrain the development of transcription and working memory skills. The view of working memory as ... Research evidence is reviewed to show (a) that transcription and working memory processes constrain the development of composition skills in students with and without learning disabilities; and (b) that in turn other processes constrain the development of transcription and working memory skills. The view of working memory as a resource-limited process is contrasted with a view of working memory as a resource-coordination process that integrates transcription and constructive processes, which may be on different time scales, in real time. Theory-driven, research-validated interventions for transcription are discussed with a focus on how training transcription transfers to improved composition. Five theoretical explanations for why the spelling component of transcription is more difficult to learn than the word recognition component of reviewing are also considered with a focus on the instructional implications of each for improving spelling. Finally, a rationale is presented for directing writing instructi... read more read less

Topics:

Transcription (software) (59%)59% related to the paper, Short-term memory (54%)54% related to the paper, Working memory (54%)54% related to the paper
View PDF
303 Citations
Journal Article DOI: 10.2307/1510290
Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training
Bernice Y. L. Wong1, Wayne Jones1

Abstract:

This study investigated the hypothesis that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems, and that training them to monitor their understanding of important textual elements fosters metacomprehension and, consequently, improves their comprehension perfor... This study investigated the hypothesis that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems, and that training them to monitor their understanding of important textual elements fosters metacomprehension and, consequently, improves their comprehension performance. A total of 120 learning disabled eighth and ninth graders and normally achieving sixth graders participated in the study. Half the subjects were randomly assigned to receive a 5-step self-questioning training in which they learned to monitor their understanding of important textual units. The results clearly showed that training substantially increased learning disabled adolescents' awareness of important textual units, as well as their ability to formulate good questions involving those units. Moreover, training facilitated their comprehension performance. However, training did not substantially increase normally achieving sixth graders' metacomprehension or comprehension perf... read more read less

Topics:

Metacomprehension (65%)65% related to the paper, Reading comprehension (54%)54% related to the paper, Comprehension (51%)51% related to the paper, Learning disability (51%)51% related to the paper
264 Citations
Journal Article DOI: 10.2307/1593674
Identifying Reading Disabilities by Responsiveness-to-instruction: Specifying Measures and Criteria.
Douglas Fuchs1, Lynn S. Fuchs1, Donald L. Compton1

Abstract:

First, we describe two types of assessment (problem solving and standard treatment protocol) within a "responsive- ness-to-instruction" framework to identify learning disabilities We then specify two necessary components (measures and classi- fication criteria) to assess responsiveness-to-instruction, and pres- ent pertinent ... First, we describe two types of assessment (problem solving and standard treatment protocol) within a "responsive- ness-to-instruction" framework to identify learning disabilities We then specify two necessary components (measures and classi- fication criteria) to assess responsiveness-to-instruction, and pres- ent pertinent findings from two related studies These studies involve databases at grades 1 and 2, which were analyzed to com- pare the soundness of alternative methods of assessing instruc- tional responsiveness to identify reading disabilities Finally, conclusions are drawn and future research is outlined to pros- pectively and longitudinally explore classification issues that emerged from our analyses read more read less
View PDF
255 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 Learning Disability Quarterly.

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

Learning Disability Quarterly 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 Learning Disability Quarterly in LaTeX?

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

2. Do you follow the Learning Disability Quarterly guidelines?

Yes, the template is compliant with the Learning Disability Quarterly 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 Learning Disability Quarterly?

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 Learning Disability Quarterly citation style.

4. Can I use the Learning Disability Quarterly 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 Learning Disability Quarterly.

5. Can I use a manuscript in Learning Disability Quarterly 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 Learning Disability Quarterly that you can download at the end.

6. How long does it usually take you to format my papers in Learning Disability Quarterly?

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

7. Where can I find the template for the Learning Disability Quarterly?

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 Learning Disability Quarterly'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 Learning Disability Quarterly'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. Learning Disability Quarterly an online tool or is there a desktop version?

SciSpace's Learning Disability Quarterly 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 Learning Disability Quarterly?

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 Learning Disability Quarterly?”

11. What is the output that I would get after using Learning Disability Quarterly?

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

12. Is Learning Disability Quarterly'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 Learning Disability Quarterly?

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 Learning Disability Quarterly. 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 Learning Disability Quarterly?

The 5 most common citation types in order of usage for Learning Disability Quarterly 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 Learning Disability Quarterly?

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 Learning Disability Quarterly's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Learning Disability Quarterly 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 Learning Disability Quarterly 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 Learning Disability Quarterly 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