The Australian Journal of Learning Difficulties provides a forum for both theoretical and empirical articles on topics related to the assessment and teaching of students with learning disabilities and learning difficulties. Papers reporting intervention studies focused on effective instruction in basic skills are particularly welcome.
The journal is subject to a double-anonymized peer review process.
Disclaimer:
The LDA and Taylor & Francis make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, the Society and Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not necessarily the views of the Editor, the Society or Taylor & Francis.
Journal metrics
Usage
89K annual downloads/views
Citation metrics
0.9 (2023) Impact Factor
2.5 (2023) 5 year IF
1.8 (2023) CiteScore (Scopus)
0.624 (2023) SNIP
0.434 (2023) SJR
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Editor Dr Alison Madelaine – MultiLit Research Unit, Australia
Assistant Editor Kim Knight – Australian Catholic University
Editorial Board Members Professor Georgia Andreou – University of Thessaly, Greece Associate Professor Mark Carter – University of Woollongong, Australia Professor James Chapman – Massey University, New Zealand Dr Kate de Bruin – Monash University, Australia Professor Linda Graham – Queensland University of Technology, Australia Associate Professor Lorraine Hammond – Edith Cowan University, Australia Dr Coral Kemp – Macquarie University, Australia Professor Genevieve McArthur – Macquarie University, Australia Associate Professor Tanya Serry – La Trobe University, Australia Dr Jonathan Solity – University College London, United Kingdom Emeritus Professor Rhona Stainthorp – University of Reading, United Kingdom Ms Haley Tancredi – Queensland University of Technology, Australia Dr Robyn Wheldall – Macquarie University Centre for Reading, Australia
Abstracting and indexing
The Australian Journal of Learning Difficulties is covered by the Australian Education Index, Cabell's, Contents Pages in Education , Australian Research Council (ARC) Ranked Journal List; Educational Research Abstracts Online ( ERA), EdReserach Online, Educational Research Abstracts Online, Educational Technology Abstracts, Emerging Sources Citation Index (ESCI), ERIC, Exceptional Child Education Resources (Online Edition), Linguistics and Language Behaviour Abstracts, Multicultural Education Abstracts (Print), Research into Higher Education Abstracts, SCOPUS®, Sociology of Education Abstracts, Special Educational Needs Abstracts and Technical Education & Training Abstracts.
Open access
Australian Journal of Learning Difficulties is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Learning Difficulties Australia is an association of teachers and other professionals who are working in the area of learning difficulties. Membership of the LDA includes learning support teachers, private tutors, educational consultants, researchers and academics. The aim of the LDA is to promote understanding of learning difficulties through publications and professional development activities, and to support the work of teachers and other professionals who provide services to meet the needs of those who have learning difficulties. In addition to AJLD, the LDA publish a quarterly Bulletin, which is designed to keep members informed of recent publications and research in areas of relevance to the field of learning difficulties and effective teaching practice. LDA provides a referral service to assist those seeking educational support for a learning difficulty, and also liaises with related associations in working together to raise public awareness of issues in the area of learning difficulties and the needs of students with learning problems. LDA was first established in 1965, and is a not-for-profit organisation governed by a Council of 14 members elected by members of LDA.
Members of LDA are entitled to receive AJLD.
For further information on LDA activities, professional development opportunities and the benefits of membership, please visit http://www.ldaustralia.org/.
Print ISSN:
1940-4158
Online ISSN:
1940-4166
2
Currently known as:
Australian Journal of Learning Difficulties
(2008 - current)
Formerly known as
Australian Journal of Learning Disabilities
(1996 - 2007)
Learning Difficulties Australia and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Learning Difficulties Australia and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Learning Difficulties Australia and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Learning Difficulties Australia and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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