This paper analyzes the content of three refereed learning disabilities (LD) journals—Journal of Learning Disabilities, Learning Disabilities Research & Practice, and Learning Disabilities Quarterly. 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 nonacademic characteristics of individuals with LD, and (e) inclusion of participants labeled as having a LD declined. The paper discusses trends, possible explanations, and implications, highlighting areas for future research.
McFarland, L., Williams, J. L., & Miciak, J. (2013). Ten years of research: A systematic review of three refereed LD journals. Learning Disabilities Research & Practice, 28(2), 60–69.