JOURNAL OF LEARNING DISABILITIES学习障碍杂志
JOURNAL OF LEARNING DISABILITIES(英文缩写 J LEARN DISABIL-US),ISSN 0022-2194,eISSN 1538-4780,中文译名:学习障碍杂志 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-09-27 至 2026-09-27，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 3.407 | Q1 |
| 2022 | 3.000 | Q1 |
| 2023 | 2.400 | Q1 |
| 2024 | 2.900 | Q1 |
| 2025 | 2.300 | Q1 |
JOURNAL OF LEARNING DISABILITIES 最新收录文献
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1. Beyond Phonology: Characteristics of Reading-Disabled (Dyslexic) Adults With Proficient Phonemic Awareness.
PMID:日期:2026-09-12The current study investigates factors beyond phonology that contribute to dyslexia by comparing adult compensated dyslexics with and without phonemic impairments in Hebrew, a Semitic language with a unique abjadic orthography. Thirty-four university students diagnosed with dyslexia were divided into two subgroups based on phoneme awareness (PA) performance: those with PA deficits (Low-PA, = 17) and those with proficient PA (Hi-PA, = 17). Both groups were compared to typical readers ( = 25) on various reading and cognitive tasks. Results revealed that Hi-PA dyslexics exhibited a reading rate disability with relatively accurate performance, while Low-PA dyslexics demonstrated both accuracy and rate deficits. Findings challenge the notion that deficient phonemic awareness is a necessary and sufficient condition for reading impairment, as proficient phonemic awareness did not ensure reading competence. The study highlights the heterogeneity of dyslexia and suggests that slowness in reading and in written language tasks such as rapid automatized naming (RAN) remains a prominent characteristic of dyslexia in adulthood. The results underscore the need to recognize different subtypes for tailored interventions, focusing on reading accuracy and language skills for Low-PA (principally phonological and morphological awareness) and accelerating speed for all adult dyslexic subgroups.
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2. Vocabulary Intervention for Students With Learning Disabilities in Grades 3 to 8: A Synthesis of 50 Years of Research.
PMID:日期:2026-08-27This systematic review examined 63 vocabulary interventions for students with learning disabilities (LD) in Grades 3 to 8, reported 1978-2023. The review focused on instructional approaches, depth of processing, dosage, outcome measures, and study quality. Interventions included direct ( = 33), mnemonic ( = 20), strategic ( = 6), or combined ( = 4) approaches. Interventions lasted no more than 14 weeks, with the exception of one multiyear program. Mnemonic instruction was the most time-efficient, followed by direct, combined, and strategic approaches. Twenty-one studies (11 group design, 10 single-case design [SCD]) met quality standards. Standardized effect sizes on researcher-designed vocabulary measures ranged from 0.13 to 3.04 in group designs; seven SCD studies showed functional relations on vocabulary. Five of the 21 studies also included researcher-designed comprehension measures, with standardized effects for comprehension ranging from 0.41 to 1.51 in group designs, and two SCD studies demonstrating functional relations. Direct instruction emerged as a common and effective method for improving vocabulary and, occasionally, comprehension. Mnemonic instruction also yielded strong vocabulary outcomes, though the supporting research is dated. Strategic and combined approaches were underrepresented and warrant further investigation to better understand their potential for enhancing vocabulary and comprehension for students with LD.
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3. Developing the Bilingual Adult Reading History Questionnaire (Bi-ARHQ): Initial Validation, Psychometric Properties, and Factor Structure in a Chinese-English Context.
PMID:日期:2026-07-31Despite the growing number of bilingual and multilingual adults, most existing reading difficulty assessments focus primarily on individuals' first language (L1) and often overlook their literacy experiences across languages. To address this gap, this study developed the Bilingual Adult Reading History Questionnaire (Bi-ARHQ) and evaluated its psychometric properties and factor structure in 593 Hong Kong Chinese-English bilingual adults. All participants completed the self-reported Bi-ARHQ, which assesses reading, writing, and learning histories in L1 Chinese and second language (L2) English. Subsets of participants also completed Chinese ( = 456) and English word reading tasks ( = 358). Exploratory and confirmatory factor analyses supported a three-factor structure: L1 literacy difficulty (25 items), L1 literacy ability (15 items), and L2 English literacy competency (38 items). The L1 literacy difficulty and L1 literacy ability subscales significantly predicted Chinese word reading, whereas the L2 English literacy competency subscale significantly predicted English word reading. These findings indicate that the Bi-ARHQ is a reliable and valid tool for screening and identifying reading and writing difficulties in bilingual adults, particularly for Chinese-English readers.
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4. Associations Between Self-Reported Literacy and Anxiety and Depressive Symptoms in Children, Adolescents, and Older Adults.
PMID:日期:2026-06-29Existing studies show a reliable association between literacy and mental health problems, such as anxiety and depressive symptoms. Much of this research has been conducted with primary school-age children, with less research focusing on adolescents and older adults. The current study included a sample of children ( 478; 10.1, 1.9), adolescents ( 438; 15.6, 1.7), and older adults ( 111; 68.5, 6.0) who completed measures of self-reported literacy difficulties, anxiety (reading anxiety, social anxiety, generalised anxiety, panic, separation anxiety, and obsessive-compulsive symptoms) and depressive symptoms. Analyses included partial correlations and associations compared across age groups. We found significant and moderate-to-strong correlations between literacy and reading anxiety for children (parent and self-report), adolescents (parent and self-report), and older adults. There were moderate and significant associations between literacy and social anxiety for children (self-report) and older adults, but not for adolescents. There were moderate and significant associations between literacy and depressive symptoms for children (self-report). These results show associations between literacy and reading anxiety symptoms at various life stages, including childhood, adolescence, and older adulthood, and between literacy and depressive symptoms for children - highlighting the need for pathways of care to support individuals of all ages.
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5. Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools.
PMID:日期:2026-06-23We investigated racial and ethnic disparities in learning disabilities (LD) identification in U.S. elementary schools including before and after proposal and implementation of the federal Equity in IDEA regulations. We analyzed repeated cross-sectional data from large samples of U.S. fourth graders participating in the National Assessment of Educational Progress ( 1,607,010; s = 103,150 to 205,860) across 2003 to 2022. Multivariable logistic regression models adjusting for potential confounds including student academic achievement, English Language Learner (ELL) status, family economic background, and school contextual factors yielded consistent evidence of LD under-identification of students of color in U.S. elementary schools. These disparities have been largely stable over time, particularly for Black students (adjusted odds ratio [aOR] range = 0.50 to 0.69) and students of other races or ethnicities (aOR range = 0.47 to 0.82). Hispanic students (aOR range = 0.45 to 0.83), girls (aOR range = 0.64 to 0.90), and ELLs (aOR range = 0.32 to 0.59) have also been consistently less likely to be identified. The size of these disparities has decreased over time. We observed no evidence of LD over-identification of students of color to support the Equity in IDEA regulations.
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6. Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners.
PMID:日期:2026-06-14This study aimed to validate a fluency-based curriculum-based measurement (CBM) tool for identifying kindergarten students at risk for mathematics learning disabilities within a Spanish-speaking context, addressing the need to examine early numeracy screening beyond predominantly English-speaking environments. A sample of 302 kindergarten students was assessed at three intervals (beginning, middle, and end of the year) using fluency-based measures targeting skills such as quantity discrimination, quantity array, missing number, number identification, and counting aloud. The number identification task and a composite score emerged as particularly strong predictors of risk status, demonstrating adequate reliability, concurrent validity, and predictive validity. Receiver operating characteristic (ROC) analysis and hierarchical linear modeling confirmed the accuracy of this screening tool in identifying students at risk and capturing growth across the year. Longitudinal measurement invariance analyses further confirmed that a stable latent factor was consistently represented across kindergarten benchmarks. These findings are discussed in light of the need for context-specific validation within Spanish-speaking educational settings.
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7. AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems.
PMID:日期:2026-05-31This study examined the impacts of an AI chatbot intervention for improving arithmetic word-problem-solving among Chinese primary students with dyslexia and explored how different types of motivation moderated these effects. Eighty-three students diagnosed with dyslexia were recruited and randomly assigned to either an AI chatbot-assisted learning condition or a traditional instruction control group. Over 6 weeks, the experimental AI chatbot group received adaptive, multisensory, and individually tailored support for arithmetic word problems. Results revealed that the Chatbot group witnessed significantly greater gains in arithmetic word-problem-solving performance than the control group. Moderation analyses showed that intrinsic motivation, but not extrinsic motivation or amotivation, significantly enhanced the intervention's impacts. Intrinsic motivation emerged as the key factor that amplifies the impact of the intervention. The experimental group exhibited substantial increases in intrinsic motivation and reductions in amotivation, whereas the control group's motivation remained unchanged. These findings indicate the importance of intrinsic motivation in maximizing the educational impact of AI-based interventions to support students with dyslexia.
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8. Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems.
PMID:日期:2026-05-05This quasi-experimental study examined the benefit of intervention focusing on awareness and flexible use of strategies in arithmetic and reading among Finnish children with comorbid arithmetic and reading fluency problems (Grades 2-4). Children participated either in a calculation intervention ( = 45) or a reading intervention ( = 51) or received business-as-usual support at school ( = 47). Both domain-specific and cross-domain effects were investigated. The calculation group improved in single- and multi-digit addition fluency significantly more than the other two groups, while the progress in sentence and text reading fluency was not different in the reading intervention group compared with the other two groups. Also, neither intervention showed cross-domain effects. The results of this study add to the existing knowledge of pedagogical practices to support arithmetic and reading fluency in children with comorbid difficulties and lead us to consider the developmental and instructional differentiations between the skills.
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9. University Trajectories and Psychological Well-Being of Students With Specific Learning Disorders: A Systematic Literature Review.
PMID:日期:2026-04-06University students with specific learning disorders (SLDs) continue to encounter substantial challenges despite increased access to higher education (HE). This systematic review synthesized evidence on (a) strategies and accommodations students with SLD use to achieve academically, (b) psychological consequences of their learning experiences, and (c) the role of institutional policies and practices in fostering inclusion. Following PRISMA guidelines, 34 studies published between 1994 and 2024 were identified through Scopus, Web of Science, ERIC, PsycINFO, and PubMed. Eligible studies examined formally diagnosed SLDs (dyslexia, dyscalculia, dysgraphia, dysorthographia) in HE. Students with SLDs rely on compensatory strategies-metacognitive regulation, time management, and assistive technologies-that support participation but demand disproportionate effort. Psychological evidence highlights elevated anxiety, stigma, and reduced confidence, although self-efficacy and resilience often act as protective factors. Institutional frameworks provide formal rights, but implementation is inconsistent, with faculty awareness emerging as a decisive factor. Accommodations are indispensable yet insufficient when poorly delivered. Findings underscore both the resilience of students with SLDs and the fragility of institutional support, reinforcing the need for a universal design and greater faculty engagement.
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10. The Role of Statistics Anxiety and Attitudes in Statistical Literacy Among Students With Learning Disabilities and Attention Deficit Hyperactivity Disorder.
PMID:日期:2026-03-26Statistical literacy is widely regarded as a core competency for academic achievement and informed decision-making across disciplines. However, many students experience elevated statistics anxiety and hold negative attitudes toward statistics, which can hinder their learning outcomes. The purpose of this study was to investigate differences between students with and without learning disabilities (SLD) and/or attention deficit hyperactivity disorder (ADHD) in statistics anxiety, attitudes toward statistics, and statistical literacy, and to examine the mediating role of attitudes in the relationship between statistics anxiety and statistical literacy. A total of 405 higher education students participated: 44 students with SLD/ADHD, 50 students with only-ADHD, and 311 without SLD/ADHD. Participants completed the Hebrew statistical anxiety rating scale and a statistical literacy assessment. Results showed that students with SLD/ADHD experienced higher levels of statistics anxiety and less favorable attitudes toward statistics compared to students without SLD/ADHD. Computational self-concept emerged as a significant mediator between test and class anxiety-a component of statistics anxiety-and statistical literacy for students with SLD/ADHD. The study highlights the importance of addressing both attitudinal and anxiety factors in statistics education for students with SLD/ADHD, as well as the need for targeted interventions to foster statistical literacy in higher education.