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Learning Disability Quarterly

and SAGE in association with the Council for Learning Disabilities

eISSN: 2168376X | ISSN: 07319487 | Current volume: 47 | Current issue: 2 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
Associate Editor
Sam Choo University of Minnesota - Twin Cities
Consulting Editors
Stephanie Al Otaiba Southern Methodist University, USA
Elizabeth Allen PRO-ED
Alfredo Artiles Stanford University
Marcia Barnes Vanderbilt University, USA
Sheri Berkeley George Mason University, USA
Randall Boone University of Nevada-Las Vegas, USA
Brian Bottge University of Kentucky, USA
Emily C. Bouck Michigan State University, USA
Joseph R. Boyle Temple University, USA
Lee Branum-Martin Georgia State University, USA
Mary Beth Calhoon Miami University, 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
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
Lisa Dieker University of Kansas, USA
Joseph A. Dimino Instructional Research Group, Signall Hill, CA, USA
Barbara Dougherty University of Hawaii, Manoa, USA
Dave 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 Boston University, USA
Margaret Flores Auburn University, USA
Russell Gersten Instructional Research Group, Los Alamitos, CA, USA
Steve Graham Arizona State University, USA
Diane Haager California State University, Los Angeles, USA
Stephen Hecht Nova Southeastern University, USA
Kyle Higgins University of Nevada Las Vegas, USA
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
Ae-Hwa Kim Dankook University
Sun A. Kim Queens College, USA
Margaret E. King-Sears George Mason University, USA
Jennifer Krawec University of Miami, USA
Russell Lang Texas State University - San Marcos, USA
Erica S. Lembke University of Missouri, 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
Troy Mariage Michigan State University, USA
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
Joseph Morgan University of Nevada Las Vegas, USA
Lisa Morin Old Dominion, 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
Jiyeon Park Eastern Kentucky University, USA
Kimberly Paulsen Vanderbilt University, USA
Mark Pedrotty University of New Mexico, USA
Kathleen Hughes Pfannenstiel American Institutes for Research, 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 Tennessee, USA
Colleen K. Reutebuch University of Texas at Austin, USA
Megan Rojo University of North Texas, 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 West Texas A&M University, 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
Jessica R. Toste University of Texas - Austin, USA
Sharon R. Vaughn University of Texas, Austin, USA
Jeanne Wanzek Vanderbilt University, USA
Laci Watkins The University of Alabama, USA
Silvana M. R. Watson Old Dominion University, USA
Beverly Weiser Southern Methodist University, USA
Jade Wexler University of Maryland- College Park
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@austin.utexas.edu

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