期刊名称：JOURNAL OF LEARNING DISABILITIES
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
The Journal of Learning Disabilities (JLD) is internationally recognized as the oldest and most authoritative journal in the area of learning disabilities. The editorial board reflects the international, multidisciplinary nature of JLD, comprising researchers and practitioners in numerous fields, including education, psychology, neurology, medicine, law, and counseling.
JLD provides
special series-in-depth coverage of topics or issues in the field, such as mathematics, science, and the LD field as discursive practice
feature articles-extensive literature reviews, theoretical papers, and position papers
research articles-reports of qualitative and quantitative empirical research
intervention articles-overviews of successful interventions
JLD is the second most frequently cited journal in the Special Education Category and the third most frequently cited journal in the Rehabilitation category in the 2004 JCR Social Science Edition of the Institute for Scientific Information.
Instructions to Authors
Manuscript Submission Guidelines:
The Journal of Learning Disabilities (JLD), an international, multidisciplinary journal, contains articles on practice, research, and theory related to learning disabilities. JLD is published bimonthly.
Types of Articles
JLD encourages the submission of both quantitative manuscripts and qualitative manuscripts of different orientations (e.g., ethnographic, interpretative, narrative, voices). Several types of manuscripts are typically accepted by the journal. In all categories, tables and figures are included in the page limitations, and authors are strongly encouraged to use them sparingly.
Special series are composed of several different articles by various authors on a given topic. A special series is conceptualized and coordinated by an author with extensive experience and expertise in a specific area. Authors who wish to prepare a special series should first contact the journal editorial office to ascertain interest in the topic.
Feature articles are selected based on the manuscript content’s importance to the field of learning disabilities. They may be extensive reviews of the literature, theoretical papers, or nonempirical position papers and typically comprise 30 to 40 typewritten, double-spaced pages with a 75- to 100-word abstract.
Research articles are data-based manuscripts that report original research. Research studies may investigate characteristics of the population or effectiveness of interventions. When designing research studies, authors are referred to Parker’s discussion of research validity in the December 1990 issue of the Journal of Learning Disabilities. Further, all research articles are required to provide a comprehensive description of participants and procedures used in the study. Authors are referred to the Council for Learning Disabilities?minimum standards for the description of participants in learning disabilities research in the April 1993 (Vol. 26, No. 4) issue of the Journal of Learning Disabilities. When the research is based on a single-subject design, authors are referred to Wolery and Ezell’s discussion on this topic in the December 1993 (Vol. 26, No. 10) issue of the Journal of Learning Disabilities. When small sample sizes are involved, authors should consult such references as Statistical Strategies for Small Sample Research (Hoyle, 1999). These manuscripts are usually 20 to 30 typewritten, double-spaced pages with a 100- to 150-word abstract.
Reports are nonempirical discussions of practices or issues in the field. Reports generally should not exceed 20 typewritten, double-spaced pages and should be accompanied by a 75- to 100-word abstract.
Intervention articles are overviews of successful interventions that can be replicated with other individuals with learning disabilities. These interventions can be either physiological or psychoeducational and can occur in school and community settings, clinics, hospitals, homes, or employment sites. Sample size is usually small. These manuscripts are usually 20 to 25 typewritten, double-spaced pages with a 75- to 100-word abstract.
Forum articles are general discussions on various key issues in the field. They can be reactions to articles that have been printed in the journal or can be on any other topic pertinent to learning disabilities. Forum articles generally are 10 to 15 typewritten, double-spaced pages.
Letters to the editor that involve reaction to material appearing in JLD or to an issue in the field of learning disabilities are encouraged and are published as space permits. Letters are generally limited to three double-spaced, typewritten pages with no tables, figures, or footnotes. Letters are subject to editing and condensation by the editorial staff.
Acceptance Criteria
Initial consideration of a manuscript will depend upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); (c) clarity of writing style; and (d) the author’s adherence to the guidelines specified in the Publication Manual of the American Psychological Association (5th ed., 2001). The editor suggests that authors review the American Psychological Association Science Directorate Statement on the Disclosure of Test Data (www.apa.org/science/disclosu.html) and Electronic Reference Formats Recommended by the American Psychological Association (www.apastyle.org/elecref.html). Two steps are taken to select those articles that will be published.
Step 1. The editor reviews a submitted manuscript and decides whether to seek peer review. There are reasons why peer review might not be solicited: For example, an author might submit a research report that deals with identifying social skills deficits in students with learning disabilities. Two other similar articles that contain larger populations and clearer specifications of the characteristics of the population may already have been accepted for publication. The manuscript would then be returned to the author so that he or she might seek other avenues for publication.
Step 2. If a decision is made to seek peer review of an article, the editor will solicit two to five reviews. JLD uses a double-blind review process. When reviews are received, the JLD editor will examine the reviewers? comments and arrive at an editorial decision to reject, request a revision with the stipulation of further peer review, request a revision subject to the editor’s review only, or accept as is. This editorial procedure is viewed as the most workable in assuring quality control.
Manuscript Preparation
JLD prefers to receive all manuscript submissions electronically.
Please note: This journal does not accept Microsoft Word 2007 (for Vista operating system) documents at this time. Please use Word’s “Save As" option to save your document as an older (.doc) file type.
Guidelines specified in the Publication Manual of the American Psychological Association (APA; 5th edition, 2001) should be followed. Pay particular attention to the sections concerning guidelines for nonsexist language (APA 2.13, p. 66), avoiding ethnic bias (2.15, pp. 67), and disabilities (2.16, p. 69).
General
1. Because this journal uses blind peer review, make sure that the files you load during submission DO NOT CONTAIN ANY IDENTIFYING INFORMATION, such as author names, acknowledgments, or bios. You will provide this information later if your manuscript is accepted for publication. Make sure your file names do not include an author name.
2. Articles should be double spaced, using left alignment, a nonproportional font, and 12-pt. type. Include the title of the paper, an abstract of no more than 150 words, and 4 to 5 keywords.
3. Set all margins to 1 inch.
4. Format for 8.5in. X 11 in. paper. Do not format for A4 paper.
5. Please type all copy upper and lower case—do not use all capitals or small capitals.
6. Place all figures and tables in a separate file. Indicate the location of tables and figures in text in boldface, enclosed in angle brackets, on a separate line.
Example:
7. Please use your tab key and centering functions to do head alignment, paragraph indents, etc. DO NOT USE THE SPACE BAR.
8. Use endnotes as sparingly as possible. Number them with Arabic numerals starting with 1 and continuing through the article; for example: (see Note 1).Do not use footnotes.
Artwork
Figures must be provided as production-ready. Do not use rules or tick marks smaller than 1 point in size. Acceptable electronic formats for figures or other art are: TIFF, EPS, Word, or Excel. If you have trouble loading Excel files, copy and paste them into a Word document. Scans must be at least 300 dpi (also sometimes called lpi). Scans done at lower resolutions will have a very poor print quality even if they look crisp and clear on a laser printout.
Permissions
Obtaining written permissions for material such as figures, tables, art, and extensive quotes taken directly—or adapted in minor ways—from another source is the author’s responsibility, as is payment of any fees the copyright holder may require. Because permissions often take a considerable amount of time to be granted, authors should start the request process as soon as possible. Authors should never assume that material taken from software or downloaded from the Internet may be used without obtaining permission. Each source must be investigated on a case-by-case basis. Authors can download the Sage Permissions Request form at http://mc.manuscriptcentral.com/jld. The form has been written to cover all necessary provisions; however, copyright holders may require use of their own form. In these cases, the author should read any forms carefully to make sure that the language is broad enough to allow publication in all formats, worldwide, as well as in both electronic and print versions. Failure to obtain permission will result in either removal of the particular item or the article being pulled from the journal issue.
Authors who want to refine the use of English in their manuscripts might consider utilizing the services of SPi, a non-affiliated company that specializes in editing and correcting English-language manuscripts written by authors with a primary language other than English. Visit http://www.prof-editing.com for more information. (Please be aware that SAGE has no affiliation with SPi and makes no endorsement of the company. An author’s use of SPi’s services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and SPi, and any costs incurred are the sole responsibility of the author.)
Manuscript Submission
Manuscripts should be submitted online through Manuscript Central.
Starting the Submissions Process
1. Launch your Web browser (Internet Explorer 5 or higher, Netscape 6 or higher, or Mozilla Firefox) and go to the Manuscript Central
homepage (http://mc.manuscriptcentral.com/jld).
2. Log in or click the “Create Account" option if you are a first-time user of Manuscript Central.
3. If you are creating a new account:
After clicking on “Create Account" enter your name and e-mail information and click “Next." Your e-mail information is very
important. Continue entering information as prompted.
Enter a user ID and password of your choice (we recommend using your e-mail address as your user ID) and then select your areas of
expertise. Click “Finish" when done.
4. Log in and select “Author Center".
Submitting Your Manuscript
Make sure you have the following items and information available: your original manuscript files; keywords for the manuscript subject matter; all coauthors full names, addresses (city/state), and e-mail addresses; # of figures, # of tables, # of words in the manuscript; if the manuscript is for a special issue; if you submitted manuscript previously, and if so, ID number assigned by the journal editorial office.
5. After you have logged in, go to the Author Center and click the “Submit a Manuscript" link.
6. Enter data as prompted, clicking the “Next" button to save your work and advance.
7. You will be prompted to upload your files:
Click on the “Browse"button and locate the file on your computer.
Select the description of the file in the drop down next to the Browse button.
When you have selected all files you wish to upload, click the “Upload" button.
8. Review your submission (in both PDF and HTML formats) before sending. Click the “Submit" button when you are done reviewing.
Copyright
After your article has been accepted for publication, please go to the journal’s Manuscript Central Web site to obtain the Transfer of Copyright form. Please download, fill this out, and send it to the JLD editorial office: Fax: 603/761-2585.
Ordering Reprints
Information regarding reprints will be sent with the complimentary printed copy of the journal issue in which your article appears.
Journal Contact Information
H. Lee Swanson
Editor-in-Chief, Journal of Learning Disabilities
Graduate School of Education
University of California, Riverside, CA 92521.
Phone: 951/827-5586
JLDis@ucr.edu
Instructions to Authors
JLD_Editorial_Policy.pdf
Editorial Board
Editor In Chief
H. Lee Swanson, PhD
Associate Editors
Virginia W. Berninger, PhD
Dorothy Bishop, PhD
Janette Klingner, PhD
Special Issue Editor
Bernice Y. L. Wong, PhD
Assistant Editor
Ae-Hwa Kim, PhD
Editorial Assistant
Krista Healy, MA
Consulting Editors
P. G. Aaron, PhD
Indiana State University
Alfredo J. Artiles, PhD
Arizona State University
Nathlie A. Badian, EdD
Harvard Medical School
Mary Brownell, PhD
University of Florida
Tanis Bryan, PhD
Arizona State University
Brian R. Bryant, PhD
The University of Texas–Austin
Diane P. Bryant, PhD
The University of Texas–Austin
Joanne Carlisle, PhD
University of Michigan
Hugh W. Catts, PhD
University of Kansas
James Chapman, PhD
Massey University–New Zealand
David Chard, PhD
University of Oregon
Penny Chiappe, PhD
University of California–Irvine
Donald L. Compton, PhD
Vanderbilt University
Cesare Cornoldi, PhD
University of Padova, Italy
Mary Cronin, PhD
University of New Orleans
Victor de Fonseca, PhD
Technical University of Lisbon, Portugal
Susan De La Paz, PhD
Santa Clara University
Martha Bridge Denckla, MD
Kennedy Krieger Institute
Donald Deshler, PhD
University of Kansas
Caroline Dunn, PhD
Auburn University
George J. DuPaul, PhD
Lehigh University
Batya Elbaum, PhD
University of Miami
John Elkins, PhD
Griffith University–Brisbane, Australia
Jack M. Fletcher, PhD
University of Texas–Houston Health Sciences Center
Barbara R. Foorman, PhD
Institute of Education Services
Douglas Fuchs, PhD
Vanderbilt University
Lynn S. Fuchs, PhD
Vanderbilt University
David C. Geary, PhD
University of Missouri–Columbia
Mike Gerber, PhD
University of California–Santa Barbara
Paul J. Gerber, PhD
Virginia Commonwealth University
Russell Gersten, PhD
Instructional Research Group
Steve Graham, EdD
Vanderbilt University
Anne W. Graves, PhD
San Diego State University
Charles R. Greenwood, PhD
Juniper Gardens Children's Project, University of Kansas
Frank M. Gresham, PhD
University of California–Riverside
Diane Haager, PhD
California State University–Los Angeles
Stephen R. Hooper, PhD
University of North Carolina–Chapel Hill
Maureen Hoskyn, PhD
Simon Fraser University
Wayne Hresko, PhD
RW Educational Research Group
George W. Hynd, EdD
Purdue University
Joseph R. Jenkins, PhD
University of Washington
Juan E. Jimenez, PhD
Universidad de La Laguna, Spain
Asha Jitendra, PhD
Lehigh University
Nancy C. Jordan, PhD
University of Delaware
Malatesha Joshi, PhD
Texas A & M University
Edward J. Kameenui, PhD
University of Oregon
Kenneth A. Kavale, PhD
Regent University
Ae-Hwa Kim, PhD
Dankook University
Che Kan Leong, PhD
University of Saskatchewan, Canada
Sylvia Linan-Thompson, PhD
University of Texas–Austin
Maureen W. Lovett, PhD
University of Toronto Hospital for Sick Children
Thomas C. Lovitt, EdD
University of Washington
Daniela Lucangeli, PhD
University of Padova, Italy
G. Reid Lyon, PhD
Best Associates, Dallas, TX
Charles A. MacArthur, PhD
University of Delaware
Taddy Maddox, PhD
PRO-ED Austin, Texas
Malka Margalit, PhD
Tel Aviv University, Israel
Troy V. Mariage, PhD
Michigan State University
Margo A. Mastropieri, PhD
George Mason University
Nancy Mather, PhD
University of Arizona
Patricia G. Mathes, PhD
Southern Methodist University
Peggy McCardle, PhD
National Institute of Child Health and Human Development
Lynn Meltzer, PhD
Research Institute for Learning and Development
Susan P. Miller, PhD
University of Nevada–Las Vegas
Marjorie Montague, PhD
University of Miami
Jack A. Naglieri, PhD
George Mason University
John E. Obrzut, PhD
University of Arizona
Rollanda O'Connor, PhD
University of California–Riverside
Richard K. Olson, PhD
University of Colorado–Boulder
Rene S. Parmar, PhD
St. John's University
Maria Passolunghi
University of Milano–Bicocca, Italy
James R. Patton, EdD
University of Texas–Austin
Michael Pressley, PhD
Michigan State University
Marshall Raskind, PhD
Schwab Learning
Wendy Raskind, MD, PhD
University of Washington
D. Kim Reid, PhD
Teachers College, Columbia University
Daniel Reschly, PhD
Vanderbilt University
Cecil R. Reynolds, PhD
Texas A & M University
Herbert Rieth, EdD
University of Texas–Austin
Hollis Scarborough, PhD
Haskins Laboratories
Chris Schatschneider, PhD
Florida State University
Jean Schumaker, PhD
University of Kansas
Jeanne S. Schumm, PhD
University of Miami
Thomas E. Scruggs, PhD
George Mason University
Margaret Semrud-Clikeman, PhD
The University of Texas–Austin
Sally E. Shaywitz, MD
Yale University School of Medicine
Linda S. Siegel, PhD
University of British Columbia
Deborah Simmons, PhD
Texas A & M
Richard Sparks, EdD
College of Mt. St. Joseph
Deborah Speece, PhD
University of Maryland
C. Addison Stone, PhD
University of Michigan
Joseph K. Torgesen, PhD
Florida State University
Gary Troia, PhD
Michigan State University
William Tunmer, PhD
Massey University–New Zealand
Victor van Daal, PhD
Stavanger University, Norway
Sharon Vaughn, PhD
University of Texas–Austin
Frank R. Vellutino, PhD
The University of Albany
Susan A. Vogel, PhD
Northern Illinois University
Carol Westby, PhD
University of New Mexico
Judith Wiener, PhD
Ontario Institute for Studies in Education
John Woodward, PhD
University of Puget Sound
Naomi Zigmond, PhD
University of Pittsburgh
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