LEARNING DISABILITY QUARTERLY
ISSN:0731-9487

LEARNING DISABILITY QUARTERLY

LEARN DISABILITY Q
学科领域:教育学
是否预警:不在预警名单内
是否OA:
录用周期:-
新锐分区:教育学3区
年发文量:15
影响因子:1.2
JCR分区:Q3

基本信息

-
0731-9487SCIE/SSCI/Scopus收录
1.2
1.8
2026年3月发布
点击查看历史分区趋势    >
大类学科小类学科Top期刊综述期刊
教育学3区
EDUCATION, SPECIAL 特殊教育学
2区
REHABILITATION 康复医学
3区
N/A
WOS期刊SCI分区  2024-2025最新升级版
按JIF指标学科分区收集子录JIF分区JIF排名百分位
学科:EDUCATION, SPECIAL
SSCI
Q3
38/62
学科:REHABILITATION
SSCI
Q3
117/175
按JCR指标学科分区收集子录JCR分区JCR排名百分位
学科:EDUCATION, SPECIAL
SSCI
Q2
19/62
学科:REHABILITATION
SSCI
Q1
27/175
暂无h-index数据
15
5%---Multiple-
0%
时间预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
86.67%17.31%-
CiteScore:4.50
SJR:0.848
SNIP:1.506
学科类别分区排名百分位
大类:Social Sciences
小类:Education
Q1
351 / 1620
大类:Social Sciences
小类:General Health Professions
Q1
6 / 22
大类:Social Sciences
小类:Behavioral Neuroscience
Q3
46 / 90

期刊高被引文献

Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948717749935
Fidelity of Implementation in the Field of Learning Disabilities
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719851514
The Potential for Automated Text Evaluation to Improve the Technical Adequacy of Written Expression Curriculum-Based Measurement
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718803296
Introduction to Implementation Science for Research on Learning Disabilities
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719851512
Challenges Assessing the Conceptual Understanding of Students With Disabilities in Statistics
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718817222
Instruction in District-Designed Intensive Summer Reading Programs
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718765207
Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719884921
The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719827489
Caregiver Implementation of a Home-Based Reading Program With Their Children With Disabilities: Patterns of Adherence
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718786231
Geometry Interventions for Students With Learning Disabilities: A Research Synthesis
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719892021
Reading Interventions Delivered Outside of School: Introduction to the Special Issue
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718795263
Comparison of Literacy Screener Risk Selection Between English Proficient Students and English Learners
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719864408
Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718823083
A National Online Survey of South Korean High School Students’ Understanding of Learning Disabilities
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718790062
Introduction to Volume 42, Issue 4 of the Learning Disability Quarterly
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719875119
Changes in Status and Performance Over Time for Students With Specific Learning Disabilities
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948718806660
The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties:
来源期刊:Learning Disability QuarterlyDOI:10.1177/0731948719865499

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