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ERIC Number: EJ1002493
Record Type: Journal
Publication Date: 2013-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0938-8982
Ten Years of Research: A Systematic Review of Three Refereed LD Journals
McFarland, Laura; Williams, Jacob; Miciak, Jeremy
Learning Disabilities Research & Practice, v28 n2 p60-69 May 2013
Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In this paper, the content of three refereed LD journals--"Journal of Learning Disabilities, Learning Disabilities Research & Practice, and Learning Disabilities Quarterly"--was analyzed. Articles from 2001-2010 (n = 841) were systematically coded to capture article type, area of interest, population of interest, sample characteristics, and inclusion of students with LD. Results indicate that across the decade, (a) 68% of articles reported empirical research; (b) empirical research trended up; (c) publication of intervention research remained steady; (d) the most common foci were literacy and the non-academic characteristics of individuals with LD; and (e) inclusion of participants labeled as having a LD declined. We discuss trends, possible explanations, and implications, highlighting areas for future research. (Contains 4 tables and 6 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Individuals with Disabilities Education Act; No Child Left Behind Act 2001