| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 312 | 70 | 85 | 20 |
| Social Sciences and Humanities | 768 | 9 | 11 | 7 |
Journal of Learning Disabilities mainly tackles studies in Learning disability, Developmental psychology, Reading (process), Cognitive psychology and Mathematics education. While it focused on Learning disability, it was also able to explore topics like Special education, Pedagogy, Primary education and Medical education. Mainstreaming is a focus of the presented Special education works and it dives deep in Mainstreaming.
Test (assessment), Cognition, Intelligence quotient and Dyslexia are some topics wherein Developmental psychology research discussed in it have an impact. Topics in Dyslexia were tackled in line with various other fields like Phonology and Language disorder. It holds forums on Reading (process) that merges themes from other disciplines such as Spelling and Comprehension.
The research on Cognitive psychology featured in the journal combines topics in other fields like Visual perception and Perception. The work on Mathematics education presented in it focuses on Teaching method in particular.
The journal articles are organized to reinforce research efforts on Learning disability, Developmental psychology, Reading (process), Cognitive psychology and Dyslexia. Issues in Learning disability were discussed in the journal papers, taking into consideration concepts from other disciplines like Special education, Pedagogy, Mathematics education, Primary education and Cognition. Developmental psychology research presented in the published papers is mostly focused on the subject of Academic achievement.
The topics of Reading (process), Mathematics education, Developmental psychology, Intervention (counseling) and Dyslexia are the focal point of discussions in the journal. It holds forums on Reading (process) that merges themes from other disciplines such as Comprehension, Fluency and Literacy. Studies on Mathematics education discussed in Journal of Learning Disabilities link to the field of Learning disability.
The journal facilitates the exploration of Learning disability in relation to the field of Group setting. Developmental psychology research presented in Journal of Learning Disabilities encompasses a variety of subjects, including Numeracy, Mental health, Structural equation modeling and Heritability. Topics in Dyslexia explored in the journal were investigated in conjunction with research in Variance (accounting), English as a foreign language and Control (linguistics).
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Journal of Learning Disabilities (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Journal of Learning Disabilities (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 39.22% were posted by at least one author from the top 10 institutions publishing in the journal. Another 7.84% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 17.65% of all publications and 35.29% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
In addition to the variety of perspectives offered by independent researchers and professionals, higher education institutions play a crucial role in contributing to the Journal of Learning Disabilities. Numerous universities and colleges worldwide impart their expertise and academic perspective to broaden the field of study.
Specifically, in Michigan, there are several reputable institutions known for their strong focus in psychology. These include the University of Michigan, Michigan State University, Wayne State University, Oakland University, and Central Michigan University, among others. Each of these universities has faculty and students actively engaged in exploring and pushing the boundaries of our understanding of learning disability, developmental psychology, cognitive psychology as well as specialized fields such as dyslexia and mathematics education.
For those considering advancing their studies or career in psychology, particularly in the areas highlighted in the Journal of Learning Disabilities, these institutions can provide excellent opportunities, resources, and mentorship. For more information about the psychology programs in Michigan, you can visit this list of good colleges for psychology in Michigan.
The involvement of colleges and universities in the production of the esteemed Journal of Learning Disabilities pushes the boundaries of the subject matter and provides a well-rounded perspective from both professional practitioners and academic experts. This collaborative effort results in quality research that not only contributes to the body of knowledge but also has practical implications in the field of psychology.
Richard K. Wagner;Fotena A. Zirps;Ashley A. Edwards;Sarah G. Wood
(2020)Jeremy Miciak;Jack M Fletcher
(2020)Young-Suk Grace Kim
(2020)Hugh W. Catts;Yaacov Petscher
(2021)Wilhelmina van Dijk;Christopher Schatschneider;Sara A. Hart
(2021)Leanne Tamm;Leanne Tamm;Richard E. A. Loren;Richard E. A. Loren;James Peugh;James Peugh;Heather A. Ciesielski;Heather A. Ciesielski
(2021)Steve Graham;Michael Hebert;Evan J. Fishman;Amber B. Ray
(2020)Sylviane Valdois;Caroline Reilhac;Emilie Ginestet;Marie Line Bosse
(2021)Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Pamela M. Stecker
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