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Learning Disability Quarterly

Learning Disability Quarterly

and SAGE in association with the Council for Learning Disabilities

eISSN: 2168376X | ISSN: 07319487 | Current volume: 43 | Current issue: 3 Frequency: Quarterly

Impact Factor: 1.000
Ranked:18/36 in Education, Special and 33/64 in Rehabilitation
Source: 2010 Journal Citation Reports® (Thomson Reuters, 2011)

Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services. Published by the Hammill Institute on Disabilities and SAGE in association with the Council for Learning Disabilities.

Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.

Editors
Diane P. Bryant The University of Texas at Austin, USA
Editorial Assistant
Sam Choo University of Oregon, USA
Consulting Editors
Stephanie Al Otaiba Southern Methodist University, USA
Elizabeth Allen PRO-ED
Scott K. Baker University of Oregon, USA
Marcia Barnes Vanderbilt University, USA
Sheri Berkeley George Mason University, USA
Alison Gould Boardman University of Colorado-Boulder, USA
Randall Boone University of Nevada-Las Vegas, USA
Brian Bottge University of Kentucky, USA
Emily C. Bouck Michigan State University, USA
Daniel Joseph Boudah East Carolina University, USA
Joseph R. Boyle Temple University, USA
Lee Branum-Martin Georgia State University, USA
Mack Burke Texas A&M University, USA
William D. Bursuck University of North Carolina at Greensboro, USA
Deborah L. Butler University of British Columbia, Canada
Mary Beth Calhoon University of Miami, USA
Wendy Cavendish University of Miami, USA
David Chard Boston University, USA
Paul Cirino University of Houston, USA
Stephen P. Ciullo Texas State University, USA
Ben Clarke University of Oregon, USA
Nathan H. Clemens University of Texas, Austin, USA
Robin Codding Northeastern University, USA
Bryan G. Cook University of Virginia, USA
Michael D. Coyne University of Connecticut, USA
Lindy Crawford Texas Christian University, USA
Kelli D. Cummings University of Maryland, USA
Minyi Shih Dennis Lehigh University, USA
Joseph A. Dimino Instructional Research Group, Signall Hill, CA, USA
Barbara Dougherty University of Hawaii, Manoa, USA
David Edyburn University of Wisconsin, Milwaukee, USA
Carol Sue Englert Michigan State University, USA
Christine Espin Leiden University, Netherlands
Michael Faggella-Luby Texas Christian University, USA
Terry Falcomata The University of Texas at Austin, USA
Hank Fien University of Oregon, USA
Margaret Flores Auburn University, USA
Russell Gersten Instructional Research Group, Los Alamitos, CA, USA
Steve Graham Arizona State University, USA
Anne W. Graves San Diego State University, USA
Diane Haager California State University, Los Angeles, USA
Stephen Hecht Nova Southeastern University, USA
David Hernandez-Saca University of Northern Iowa, USA
Kyle Higgins University of Nevada Las Vegas, USA
Maureen Hoskyn Simon Fraser University, Canada
Brittany L. Hott University of Oklahoma, USA
Jessica Hunt North Carolina State University, USA
Michael J. Kennedy University of Virginia, USA
Leanne R. Ketterlin-Geller Southern Methodist University, USA
Sun A. Kim Queens College, USA
Margaret E. King-Sears George Mason University, USA
Eric Knuth University of Texas-Austin, USA
Jennifer Krawec University of Miami, USA
Russell Lang Texas State University - San Marcos, USA
Sylvia F. Linan-Thompson University of Oregon, USA
Endia Lindo Texas Christian University, USA
Esther Lindstrom Lehigh University, USA
Doris Luft Baker Southern Methodist University, USA
Malka Margalit Tel Aviv University, Israel
Margo A. Mastropieri George Mason University, USA
John McKenna University of Massachusetts, Lowell, USA
Jeremy Miciak University of Houston, USA
Min Mize Winthrop University, USA
Paul Morgan Pennsylvania State University, USA
Lisa Morin Old Dominion, USA
Colin Muething Emory University, USA
Maryam Nozari University of Hawaii, USA
Rollanda E. O'Connor University of California-Riverside, USA
Min Wook Ok Daegu University, South Korea
Cynthia M. Okolo Michigan State University, USA
Michael J. Orosco University of Kansas, USA
Kimberly Paulsen Vanderbilt University, USA
Mark Pedrotty University of New Mexico, USA
Kathleen Hughes Pfannenstiel American Institutes for Research, USA
Aprly L. Poch Duquesne University, USA
Sarah R. Powell University of Texas, Austin, USA
Paige Pullen University of Florida, USA
Nicole Pyle Utah State University, USA
Kavita Rao University of Hawaii, Manoa, USA
Deborah K. Reed University of Iowa, USA
Colleen K. Reutebuch University of Texas at Austin, USA
Sam Choo University of Oregon, USA
Kristi Santi University of Houston, USA
David Scanlon Boston College, USA
Thomas E. Scruggs George Mason University, USA
Pamela Seethaler Vanderbilt University, USA
Mikyung Shin Jeonju University, South Korea
Deborah Speece Virginia Commonwealth University, School of Education, USA
Tricia Strickland Hood College
Elizabeth Swanson University of Texas-Austin, USA
H. Lee Swanson University of New Mexico, USA
Gerald Tindal University of Oregon, USA
Sharon R. Vaughn University of Texas, Austin, USA
Judy Voress Hammill Institute on Disabilities, USA
Jeanne Wanzek Vanderbilt University, USA
Laci Watkins The University of Alabama, USA
Beverly Weiser Southern Methodist University, USA
Jade Wexler University of Maryland, USA
Joanna Williams Columbia University, USA
Yan Ping Xin Purdue University, USA
Dake Zhang Rutgers University, USA
  • Behavioral Abstracts
  • Clarivate Analytics: Current Contents - Physical, Chemical & Earth Sciences
  • Contents Pages in Education (T&F)
  • ERIC (Education Resources Information Center)
  • Psychological Abstracts
  • Social Sciences Citation Index (Web of Science)
  • Before submitting your manuscript, please read and adhere to the author submission guidelines. To submit an article to the journal, please click here: http://mc.manuscriptcentral.com/ldq.

     

    Any questions should be directed to the editorial office:

    Diane Pedrotty Bryant, PhD
    Learning Disability Quarterly
    The Meadows Center for Preventing Educational Risk
    College of Education
    The University of Texas at Austin
    1 University Station, D4900
    Austin, TX 78712
    LDQJournal@aol.com
    LDQJournalBRB@aol.com
     

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