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A Content Analysis of Learning Disabilities Research & Practice: 1991–2007
Author(s) -
Vostal Brooks R.,
Hughes Charles A.,
Ruhl Kathy L.,
BenedekWood Elizabeth,
Dexter Douglas D.
Publication year - 2008
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2008.00278.x
Subject(s) - learning disability , content analysis , psychology , inclusion (mineral) , special education , reading (process) , mathematics education , intervention (counseling) , content (measure theory) , descriptive research , descriptive statistics , identification (biology) , at risk students , medical education , pedagogy , developmental psychology , social psychology , sociology , medicine , social science , statistics , mathematical analysis , mathematics , botany , psychiatry , political science , law , biology
The purpose of this review was to analyze the content of Learning Disabilities Research & Practice to identify prevalent topics and types and proportions of articles published from 1991 through 2007. Also analyzed was the nature of the research reported including designs, participants, interveners, and settings. Analysis indicated that the three most prevalent topics were reading, assessment and identification, and inclusion. Furthermore, 57 percent of the content reflects original research with almost half of these being descriptive in nature. Position papers constitute the most common form of nonresearch articles. Students with learning disabilities as well as those identified as being at risk were the populations studied most often and studies were largely conducted in elementary or middle school classrooms (either special education or general education) with the intervention delivered by a teacher in almost half the studies. More detailed results of the overall analysis along with discussion of the findings are also presented.