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  Subjects -> EDUCATION (Total: 2119 journals)
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    - E-LEARNING (25 journals)
    - EDUCATION (1800 journals)
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Showing 1 - 39 of 39 Journals sorted alphabetically
Ankara University Faculty of Educational Sciences Journal of Special Education     Open Access  
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 8)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 8)
Clinical Psychology and Special Education     Open Access   (Followers: 4)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 3)
Exceptional Children     Full-text available via subscription   (Followers: 11)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal   (Followers: 2)
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 12)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 16)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 3)
Journal of Gifted Education Research     Open Access   (Followers: 10)
Journal of ICSAR     Open Access  
Journal of Language Teaching and Research     Open Access   (Followers: 30)
Journal of Nonformal Education     Open Access   (Followers: 1)
Journal of Special Education and Rehabilitation     Open Access   (Followers: 23)
Journal of Special Education Technology     Full-text available via subscription   (Followers: 1)
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 6)
Jurnal Ortopedagogia     Open Access   (Followers: 2)
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa     Open Access  
Learning & Perception     Full-text available via subscription   (Followers: 4)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 8)
Learning Disability Quarterly     Hybrid Journal   (Followers: 20)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
Physical Disabilities : Education and Related Services     Open Access  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 4)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 49)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Journal Cover
Learning Disabilities : A Multidisciplinary Journal
Number of Followers: 8  
  Full-text available via subscription Subscription journal
ISSN (Print) 1046-6819 - ISSN (Online) 2374-7846
Published by Sagamore Publishing LLC Homepage  [8 journals]
  • Introduction to the Special Issue
    • Authors: Richard T. Boon
      Abstract: Subscribe to LDMJ
      PubDate: 2018-08-15
      Issue No: Vol. 23, No. 2 (2018)
  • Writing Interventions for Students With Learning Disabilities:
           Characteristics of Recent Research
    • Authors: Amy Gillespie Rouse, Ashley Sandoval
      Abstract: In this review, we synthesized the most recent decade of published research examining writing interventions for students with learning disabilities. Using electronic searches, we identified experimental, quasi-experimental, and single-subject design studies published in peer-reviewed journals from 2008-2017 that included K-12 students with documented learning disabilities. Eligible studies included at least one writing intervention and researchers assessed that intervention’s impact using at least one writing quality measure. Across the 25 studies that met our review criteria, we summarized general study characteristics as well as information regarding study participants, research designs, writing interventions, and dependent measures of writing quality. We found a majority of studies were published in the first five years of the review span (2008-2012) across 12 different peer-reviewed journals. Study participants were primarily (n = 16 studies) in the secondary grades (i.e., 6 to 12). Most research designs (n = 19) were single-subject and nearly half of all studies (n = 12) involved writing strategy interventions. In most of the studies reviewed (n = 17), researchers created measures to assess writing quality outcomes. Implications for teaching writing to K-12 students with learning disabilities as well as directions for future research in this area are discussed.Subscribe to LDMJ
      PubDate: 2018-08-15
      DOI: 10.18666/LDMJ-2018-V23-I2-8990
      Issue No: Vol. 23, No. 2 (2018)
  • The Efficacy of Graphic Organizers on the Writing Outcomes of Students
           with Learning Disabilities: A Research Synthesis of Single-Case Studies
    • Authors: Richard T. Boon, Patricia M. Barbetta, Michael Paal
      Abstract: In this paper, we provide a research synthesis of single-case studies on the efficacy of graphic organizers to improve the writing composition outcomes of students with learning disabilities in grades K-12. A series of electronic searches, a hand search, and an ancestral search were conducted to locate relevant articles from 1975 to July 2017. Ten studies, including nine peer-reviewed articles and one doctoral dissertation, were retrieved that met our established criteria for inclusion. Findings indicated that graphic organizers were predominantly effective in improving the narrative and expository essay writing skills of students with learning disabilities. A discussion of the studies along with limitations and suggestions for future graphic organizer intervention research are presented.Subscribe to LDMJ
      PubDate: 2018-08-15
      DOI: 10.18666/LDMJ-2018-V23-I2-9042
      Issue No: Vol. 23, No. 2 (2018)
  • Taking Notes on Informational Source Text Using Text Structures: An
           Intervention for Fourth Grade Students with Learning Difficulties
    • Authors: Michael Hebert, Janet Bohaty, J. Ron Nelson, Julia Roehling, Kristin Christensen
      Abstract: Students with writing difficulties may have difficulty when writing informational text with source material due to a) inexperience with such text and b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them access source text and improve planning and organization of their ideas. Two pilot studies examining the usability, feasibility, and promise of a note-taking and text structure intervention are presented in this manuscript. In study 1, the researchers employed a multiple-probe design across three 4th grade participants with reading difficulties. In study 2, the researchers employed an underpowered experimental design, comparing the intervention to a narrative-based reading and writing strategies. Fidelity of implementation was acceptable to high in both studies, indicating preservice teachers find it useable and it is feasible to implement the lessons within the 30-minute time frame. However, there were mixed results of the intervention on note-taking outcomes. In study 1, a functional relation was demonstrated for two of three participants for the note-taking measure. In study 2, the intervention group did not statistically outperform the control group on the note-taking measure, but there was a non-significant effect size of 0.75 between the groups. The findings, though mixed, warrant further study of the intervention in a fully powered study. Results on reading outcomes for both studies are also discussed. Subscribe to LDMJ
      PubDate: 2018-08-15
      DOI: 10.18666/LDMJ-2018-V23-I2-9048
      Issue No: Vol. 23, No. 2 (2018)
  • Promoting Motivated Writers: Suggestions for Teaching and Conducting
    • Authors: Susan De La Paz, Cameron Butler
      Abstract: This article considers the topic of motivation for writing, and explores connections between writing interventions and motivation. We review the extant literature with K12 students who participated in writing interventions and examine the motivation outcomes in those studies to determine whether improvements in writing ability also led to increased motivation. We wished to study motivation outcomes for students with learning disabilities; however, due to the limited number of available studies, we included studies with low achieving writers or English learners. In addition, one study focused on participants identified as emotionally disturbed, and two studies included average and/or gifted writers. Most studies were conducted in the United States, although others were were done in Canada, Spain, the Netherlands, and China. Most studies included fifth and sixth graders, and the full range was from second through 12th grade. The majority of the writing interventions included some form of explicit instruction, often SRSD—and participants routinely improved their writing ability as a result of the specific instruction under investigation. Unfortunately, outcomes regarding students’ motivation were not as clear as their writing outcomes. We turn to Wigfield and Eccles’ (2000; 2001) expectancy-value theory as a promising lens both to understand the results in the literature review, and for teaching writing to students with learning disabilities and end with suggestions for researchers who study writing and struggling or heterogeneous learners. Subscribe to LDMJ
      PubDate: 2018-08-15
      DOI: 10.18666/LDMJ-2018-V23-I2-9064
      Issue No: Vol. 23, No. 2 (2018)
  • Online Writing Processes in Translating Cognition into Language and
           Transcribing Written Language by Stylus and Keyboard in Upper Elementary
           and Middle School Students With Persisting Dysgraphia or Dyslexia
    • Authors: Scott F. Beers, Virginia Berninger, Terry Mickail, Robert Abbott
      Abstract: Learning Disabilities: A Multidisciplinary Journal 70 2018, Volume 23, Number 2 Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research aims. Research Aim 1 addressed whether upper elementary and middle school students with carefully diagnosed transcription disabilities (dysgraphia with impaired handwriting, n=18, or dyslexia with impaired spelling, n=20) showed significant differences from pretest to posttest, across modes of transcription (stylus or keyboard), and between diagnostic groups. Results showed significant (a) change after intervention (18 computerized lessons with learning activities in letter formation/selection, spelling, and composing) in length of pauses, total time, and words per minute; (b) mode effects (fewer words and less time by stylus; fewer pauses per minute by keyboard); and (c) interactions with diagnostic group in response to intervention on some measures. Research Aim 2 addressed whether following intervention each of the diagnostic groups performed comparably to a typical control group (n=15) in the same online experiment. Results showed (a) comparable performance of the dysgraphia and control groups on all keyboarding tasks but differences on two stylus measures; and (b) lack of comparable performance of the dyslexia and control groups on two stylus measures (total words and percent spelling errors) and the four keyboarding tasks related to transcription. Implications for assistive technology and writing instruction for dysgraphia and dyslexia are discussed.Subscribe to LDMJ
      PubDate: 2018-08-15
      DOI: 10.18666/LDMJ-2018-V23-I2-9008
      Issue No: Vol. 23, No. 2 (2018)
  • Writing from Text in Eight Middle School Learning Support Classrooms:
           Ascertaining Aspects of Intensive Intervention
    • Authors: Linda H. Mason, Shuting Zheng
      Abstract: The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small effects on written and oral retelling, and on a standardized reading test. Recommendations for strengthening the intensity of the intervention are suggested in the context of implications for research and practice. Subscribe to LDMJ
      PubDate: 2018-08-15
      DOI: 10.18666/LDMJ-2018-V23-I2-9035
      Issue No: Vol. 23, No. 2 (2018)
  • The Truth About Reading Recovery®: Response to Cook, Rodes, & Lipsitz
           (2017) from the Reading Recovery Council of North America
    • Authors: The Reading Recovery Council of North America
      Abstract: In an article appearing in Learning Disabilities: A Multidisciplinary Journal, authors Cook, Rodes, and Lipsitz (2017) make multiple misleading, misguided, and blatantly false claims about Reading Recovery® in yet another attack to discredit the most widely researched early reading intervention in the world. When you’re recognized as a leader with proven success, you often become the target for those with limited knowledge who apply broad strokes and twist the truth to fit their own perceptions of reality. The unfortunate reality, in this case, is that this article, “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know,” is an affront to researchers, scholars, educators, and others who know the facts and a disservice to parents of children with reading difficulties. Subscribe to LDMJ
      PubDate: 2018-08-15
      Issue No: Vol. 23, No. 2 (2018)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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