| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 629 | 35 | 37 | 11 |
| Social Sciences and Humanities | 1255 | 8 | 7 | 3 |
Learning Disability Quarterly tackles a plethora of topics, such as Learning disability, Mathematics education, Developmental psychology, Pedagogy and Reading (process). Learning Disability Quarterly is mostly focused on Learning disability, specifically Learning disabled. While the journal focused on Mathematics education, it was also able to explore topics like Intervention (counseling), Vocabulary, Curriculum and Literacy.
The journal connects research in Intervention (counseling) with the related topic of Psychological intervention. It facilitates discussions on Developmental psychology that incorporate concepts from other fields like Test (assessment), Social psychology and Cognition. Reading comprehension, Word recognition and Dyslexia are all subfields of Reading (process) research that were featured in it.
The study on Reading comprehension presented in it intersects with the topics under Comprehension. The journal explores research in Special education and the adjacent study of Inclusion (education).
The most cited papers mainly tackle studies in Learning disability, Mathematics education, Developmental psychology, Teaching method and Primary education. In particular, the Learning disability works presented in the most cited publications emphasize discussions on Learning disabled. The featured Mathematics education studies in the journal publications mainly concentrate on Intervention (counseling) but also cover areas of interest in Psychological intervention.
Learning disability, Reading (process), Mathematics education, Dyslexia and Intervention (counseling) are the subjects of interest in Learning Disability Quarterly. The study of Developmental psychology serves as the foundation of the Learning disability research discussed in Learning Disability Quarterly. The studies in Reading comprehension under the umbrella field of Reading (process) overlap with concepts in Survey research and Research findings.
The studies in Mathematics education featured incorporate elements of Research design and Augmented reality. Issues in Dyslexia were discussed, taking into consideration concepts from other disciplines like Legislation, False positive paradox, Feature selection and Clinical psychology. The journal holds forums on Intervention (counseling) that merges themes from other disciplines such as Face (sociological concept) and Literacy.
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 Learning Disability Quarterly (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 Learning Disability Quarterly (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, 8.57% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 50.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 0.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 25.00% of all publications and 25.00% 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.
Besides engaging in impactful research and providing valuable contributions to various scientific fields, persons involved with the Learning Disability Quarterly may also find career opportunities in relative fields such as a criminal psychologist quite appealing. For instance, a career in criminal psychology involves the use of psychological insights to understand, predict, and prevent criminal behavior, which could be a meaningful transition for someone with a foundation in developmental psychology. For those interested in such a transition, comprehensive resources such as this guide on how to become a criminal psychologist in Illinois, could be a valuable starting point or reference. Such roles offer an opportunity for professionals with a background in psychology and learning disabilities, to leverage their expertise within the criminal justice system, reinforcing the multidimensional and versatile nature of careers in psychology. In conclusion, being involved with the Learning Disability Quarterly not only presents research opportunities but it can also open doors to other potential careers in the broader field of psychology, supporting professional growth and diversity in career options.
Adi Mana;Noa Saka;Orit Dahan;Anat Ben-Simon
(2020)Philip Capin;Eunsoo Cho;Jeremy Miciak;Greg Roberts
(2021)Jack M Fletcher;David J Francis;Barbara R Foorman;Christopher Schatschneider
(2021)Jennifer E. Kong;Christy Yan;Allison Serceki;H. Lee Swanson
(2021)Carolyn A. Denton;Janelle J. Montroy;Tricia A. Zucker;Grace Cannon
(2021)Kelly J. Williams;Sharon Vaughn
(2020)Brian Gearin;Yaacov Petscher;Christopher Stanley;Nancy J. Nelson
(2021)Donald L. Compton
(2021)Ö. Ece Demir-Lira;Macarena Suárez-Pellicioni;John V. Binzak;James R. Booth
(2020)Miriam McBreen;Robert Savage
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