期刊名称：LEARNING DISABILITIES RESEARCH & PRACTICE
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Learning Disabilities Research & Practice
© The Division for Learning Disabilities of the Council for Exceptional Children
Edited By: Diane Haager, Ph.D. and Christine Espin, Ph.D.
Instructions to Authors
Editorial Policy. Because of the field of learning disabilities is multidisciplinary, LDRP publishes articles describing research, program development, and practices in teaching and assessment from a variety of disciplines as long as the focus is on learning disabilities. Unvalidated program descriptions, descriptions (without evaluation) of techniques or procedures, and personal accounts generally are not acceptable.
Each manuscript submitted is reviewed by the Editors, who will monitor it through the review process. Each paper undergoes blind review by experts in the area of its content. Articles are judged on the following criteria:
• Importance of the topic addressed
• Soundness of conceptualization
• Clarity of purpose and goals
• Adequacy of the research
• Accuracy and validity of content
• Reliability of conclusions
• Contribution to professional literature
• Reader interest and appeal
Viewpoints expressed within LDRP are the author’s and do not necessarily reflect the individual or collective opinion of either the Editors,
officers, review board, or members of DLD. Consequently, neither DLD nor LDRP can assume responsibility for statements made or opinions
expressed by contributors.
Manuscript Submission. All manuscript submissions should be made through the web-based ScholarOne Manuscripts portal found at http://mc.manuscriptcentral.com/ldrp. Full help and instructions are provided on-screen. As an author, you will be prompted for author and manuscript details and then to upload your manuscript file(s). Submissions should include a cover letter that indicates for which section of the journal (i.e., Research or Practice) the manuscript has been prepared. In the cover letter, authors should indicate that the findings reported in the manuscript are original, that they have not been published previously, and that the manuscript is not being simultaneously submitted elsewhere. Authors should also state that they have complied with American Psychological Association ethical standards in the treatment of their samples.
For any inquiries, please contact the editors by email, Christine Espin, E-mail: espinca@fsw.leidenuniv.nl, and Diane Haager, E-mail: dhaager@calstatela.edu.
Artwork. We are happy to receive your artwork in digital format. Please save line artwork (vector graphics) as Encapsulated PostScript (EPS) and bitmap files (halftones or photographic images) as Tagged Image Format (TIFF), with a resolution of at least 300 dpi at final size. Do not sent native file formats. More detailed information on the submission of electronic artwork can be found at http://authorservices.wiley.com/bauthor/illustration.asp.
Manuscript Style. Manuscripts must be prepared according to the style recommendation in the Publication Manual of the American Psychological Association (6th ed., 2001). Manuscripts must be double-spaced, with wide margins throughout. Except under unusual circumstances, manuscripts should be no longer than 30 pages in length. The manuscript should contain the following elements:
Title page. The first page of the manuscript should include the title of the article and the complete names and institutional affiliations of all authors. As a separate item, indicate the name, postal and email address, and phone number of the corresponding author. Also provide a short title to be used as a running head.
Abstract. Each article should be prefaced by a brief abstract (100–150 words).
Biographical statement. Authors should include a short (40–60 words) biographical statement with the heading, About the Authors.
This statement will be included at the end of the article.
Additional elements—tables, figures, acknowledgments, when included—should take the following form:
Tables. All tabulated data identified as tables should be given a table number and a descriptive title. Tables should be typed double-spaced on separate pages.
Figures. Figures should be numbered and labeled (first author’s name) in pencil on the reverse side. Brief captions to the figures
should be listed on a separate page and numbered consecutively in correspondence to the figures. Upon acceptance of a manuscript for publication, the author should be prepared to supply line art as black on white glossy prints that are approximately twice the final size. Note: If symbols are used—especially many symbols on one graph (e.g., open squares, open diamonds, and closed circles)—they should be large enough to be clearly distinguished after reduction. Color photographs are acceptable, but reproduction thereof must be prepaid by the author.
Acknowledgments. Acknowledgments (e.g., of collaboration or support) may be included on a separate page. Acknowledgments will appear at the end of the article before the reference section.
A note on manuscript style. Both sections of the journal publish only those articles judged to be of superior quality. Quality is judged
on the basis of design, implementation, writing, and importance of the article to the field. However, different styles of writing are preferred
in the two sections. Authors preparing manuscripts for the Research section should adhere to style guidelines generally observed in scientific journals. Care should be taken to describe subject selection criteria, subject characteristics, research procedures, data analysis employed, and the like. Discussion should emphasize the practical applications of the research findings, as well as theoretical interpretation of findings. Articles discussing issues of concern to researchers also are appropriate for this section of LDRP.
Authors preparing manuscripts for the Practice section should consider a more informal style with an emphasis on rich, detailed descriptions of programs and procedures, and implications. Discursive articles and reviews of literature on topics or issues of interest to practitioners are appropriate. In either case, the content must be grounded in research. Articles reporting original, practice-oriented research are also acceptable for this section, but the above stylistic guidelines should be considered.
Review Process. The Editors will determine which section of the journal (i.e., Research or Practice) is the appropriate vehicle for the
article submitted; author’s stipulations as included in the cover letter will generally be honored. The Editors will send the manuscript for
blind review to three Reviewers who will be selected on the basis of their expertise in the content area addressed or the methodology used. The review process normally takes 6 to 8 weeks, and, after all reviews are returned, the principal author will receive notification about the publication decision from the Editors. Authors may be requested to make revisions, ranging from minor to major, prior to final acceptance. The Editors reserve the right to make minor editorial changes that do not affect materially the meaning of the text.
Permissions. Authors are responsible for all statements made in their work and for obtaining permission from copyright owners to reprint
or adapt a table or figure or to reprint a quotation of 500 words or more. Authors should write to original author(s) and publisher to request nonexclusive world rights in all languages to use the material in the article and in future editions. Provide copies of all permissions and credit lines obtained.
Copyright Regulations. Upon acceptance of a manuscript, authors are required to sign a form transferring the copyright from the author to
the publisher. A copy of Wiley-Blackwell’s copyright guidelines is available upon request.
Production Notes. After a manuscript is accepted for publication, its author is asked to provide a computer disk containing the manuscript
file. Files are copyedited and typeset into page proofs. Authors are asked to read proofs for typesetter’s errors and other defects. Authors may order reprints of their articles only when they return page proofs.
Author Material Archive Policy. Please note that unless specifically requested, Wiley-Blackwell will dispose of all hardcopy
or electronic material two months after publication. If you require the return of any material submitted, please inform the editorial of-
fice or production editor as soon as possible if you have not yet done so.
Editorial Board
Editors:
Diane Haager, Ph.D., California State University, Los Angeles
Christine Espin, Ph.D., Leiden University, The Netherlands
Editorial Assistant:
Anna Osipova, California State University, Los Angeles
Review Board
Terese C. Aceves, Loyola Marymount University
Stephanie Al Otaiba, Southern Methodist University
Scott Baker, University of Oregon
Betty Benson, University of Minnesota
Brian A. Bottge, University of Kentucky
Joseph Boyle, Temple University
Frederick Brigham, George Mason University
Diane Bryant, University of Texas
Shannon Budin, State University at New York: Buffalo State
Matthew Burns, University of Missouri
Adrianna Bus, Leiden University, Netherlands
Mary Beth Calhoon, Lehigh University
Paul Cirino, University of Houston
Stephen Ciullo, Texas State University and The Meadows Center for Preventing Educational Risk
Donald Compton, Vanderbilt University
Cesare Cornoldi, University of Padua
Merith Cosden, University of California, Santa Barbara
Mike Coyne, University of Connecticut
Susan De La Paz, University of Maryland
Stan Deno, University of Minnesota
Don Deshler, University of Kansas
Mavis Donahue, University of Illinois, Chicago
Jack Fletcher, University of Texas, Houston
Anne Foegen, Iowa State University
Doug Fuchs, Vanderbilt University
Lynn Fuchs, Vanderbilt University
Anne Graves, San Diego State University
Noel Gregg, University of Georgia
Susan Gurganus, Charleston College
John Hagen, University of Michigan
Jan Hashbrouck, Gibson Hashbrouck & Associates
John Hosp, University of Iowa
Cheri Hoy, University of Georgia
Charles Hughes, Pennsylvania State University
Asha Jitendra, University of Minnesota
Maria De Jong, Leiden University, Netherlands
Peter De Jong, University of Amsterdam, Netherlands
Nancy Jordan, University of Delaware
Edward J. Kame’enui, University of Oregon
Janette Klingner, University of Colorado Boulder
Jill Leafstedt, California State University, Channel Islands
Erica Lembke, University of Missouri
Jennifer Lindstrom, University of Georgia
John Lloyd, University of Virginia
Paula Maccini, University of Maryland
Jennifer Mahdavi, Sonoma State University
Malka Margalit, Tel Aviv University, Israel
Linda Mason, Pennsylvania State University
Margo Mastropieri, George Mason University
Robert McKenzie, University of Kentucky
Kristen McMaster, University of Minnesota
Holly Menzies, California State University, Los Angeles
Paul Morgan, Penn State University
Rollanda O’Connor, University of California, Riverside
Annemarie Palincsar, University of Michigan
David Parker, Washington University at Saint Louis
Sarah Powell, University of Texas at Austin
Paige Pullen, University of Virginia
Deborah K. Reed, Florida Center for Reading Research
Paul Riccomini, Pennsylvania State University
Catherine Richards-Tutor, California State University, Long Beach
Claudia Rinaldi, Urban Special Education Leadership Collaborative Education Development Center
Kristen Ritchey, University of Delaware
David Scanlon, Boston College
Minyi Shih Dennis, Lehigh University
James Shriner, University of Illinois
Deborah Scheffel, Colorado Christian University
Anne Schulte, North Carolina University
Thomas Scruggs, George Mason University
Georgios Sideridis, University of Crete, Greece
Linda Siegel, University of British Columbia, Canada
Paul Sindelar, University of Florida
Pamela Stecker, Clemson University
H. Lee Swanson, University of California, Riverside
Elizabeth Talbott, University of Illinois at Chicago
William Therrien, University of Iowa
Gerald Tindal, University of Oregon
Martha Thurlow, University of Minnesota
Sharon Vaughn, University of Texas
Jeanne Wanzek, Florida Center on Reading and Research
John Woodward, Northeastern University
Steven Zecker, Northeastern University
Naomi Zigmond, University of Pittsburgh
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