The Learning Disability Quarterly publishes high-quality
research and scholarship concerning children, youth, and adults with
learning disabilities. Consistent with that purpose, we seek to publish
articles with the potential to impact and improve educational outcomes,
opportunities, and services. The main emphasis of each submitted manuscript
should be on learning disabilities, rather than on topics or studies
that incidentally include participants with learning disabilities or
only indirectly relate to the field of learning disabilities. Manuscripts
that address populations “at-risk” for learning disabilities
or identified as having other related conditions will be considered
when a clear statement of pertinence to learning disabilities is included.
The LDQ is sent to all CLD members and is also available via subscription.
Manuscripts with an emphasis on learning disabilities as they relate
to education are sought in the following areas:
• Original research with an applied focus in identification,
assessment, remediation/ intervention, and/or programming that have
been applied with populations with learning disabilities, and that have
application in special and/or general education settings.
• Interpretive reviews of the literature that provide integrative,
critical, and systematic reviews of the literature related directly
to individuals with learning disabilities.
• Conceptual, policy, or position papers that specify developing
conceptual theories or models related to learner, method, programming,
or material variables relevant to populations with learning disabilities,
as well as policy and position papers that delineate major issues or
trends in the field of learning disabilities.
• Research-based practices in personnel preparation that detail
or present investigations of models for preservice and inservice education
of professionals and paraprofessionals in the field of learning disabilities.
• Special issues. Special issues containing manuscripts related
to a topic that is of major interest to the field will be considered.
Individuals are welcome to nominate themselves as a special issue editor,
and should identify participant authors. Authors in the special series
should offer pertinent information about their papers (i.e., title,
authors/co-authors, purpose – including research questions if
applicable, and background information). If authors have not been identified,
individuals are invited to propose topics to the editors and an open
call for submissions can be posted on the CLD website www.cldinternational.org
and in the LDQ, when possible. Nominations will be evaluated based on
timeliness and interest to the profession as well as consistency with
the mission of the LDQ, in addition to quality of the conceptualization
of the proposed issue, and the qualifications of all nominated participants
to contribute a high-quality issue within the proposed timeline. Special
issue editors will document a body of scholarship, including refereed
publications, in the proposal. A special issue should contain a minimum
of three topic-related manuscripts, and may include introductory and
concluding commentaries by the special issue editor(s). All submissions
to LDQ, including solicited manuscripts for special issues, will be
subject to editor and peer review.
• Other topics. The LDQ will also publish: (a) critical reviews
of child/ student, professional, and teacher preparation materials;
(b) articles oriented toward the practical needs of the learning disability
practitioner; and (c) information pertaining to state and federal laws,
legislation, policies, rules, and regulations, so long as their implications
for practice are addressed.
The main emphasis of each paper should be on learning
disabilities, rather than on topics or studies which incidentally use
subjects with learning disabilities or only indirectly relate to the
field of learning disabilities.
Manuscripts should be prepared in accordance with The Publication
Manual of the American Psychological Association, 6th ed. (The American
Psychological Association, 2009). Manuscripts are not to exceed 35 double-spaced
pages (including references, tables, figures, and appendices). Manuscripts
must include a 100-150 word abstract summarizing the contents.
Author guidelines may be found at
Special Series Guidelines
The co-editors of the Learning Disability Quarterly (LDQ) invite interested
scholars to propose
special series for publication in the journal.
The manuscript submission and review process for the Learning Disability
Quarterly will be conducted electronically. Acknowledgment of receipt
of manuscripts and disposition letters and reviews will be transmitted
to submitting authors via e-mail as well. To submit a manuscript digitally,
you must use one of the following formats: Microsoft Word® (.doc),
.RTF, or .PDF. If using a 2007/08 version of Windows Office®, please
save your files as .doc rather than .docx Manuscripts must be saved
as “letter” (“U.S. letter”) page length/paper
size. Articles submitted in Word® or RTF formats will be converted
into a PDF before being sent for blind peer review. If you submit a
PDF file, please ensure it can be read and printed by others. To avoid
delays, please embed all fonts and use Adobe® PDF Distiller®
instead of PDF Writer to ensure that others can view the article exactly
as intended. No e-mail attachment should exceed 15MB. Please send the
required cover letter, separate cover page with author identifying information,
and manuscript as three separate attachments to a single e-mail to:
(please do not send tables, figures, appendices, and other supporting materials in separate
files). Manuscripts may not be submitted by fax.
Other correspondence with the co-editors may be conducted via USPS
Diane Pedrotty Bryant, Ph.D.
Brian R. Bryant, Ph.D.
Co-Editors-in-Chief, Learning Disability Quarterly
The Meadows Center for Preventing
Educational Risk, College of Education
The University of Texas at Austin
1 University Station, D4900
Austin, TX 78712