Insights on Learning Disabilities: From Prevailing Theories to Validated Practices

An International Journal

Insights on Learning Disabilities: From Prevailing Theories to Validated Practices (ILD) is a peer-reviewed journal, published bi-annually by LDW®. Its primary focus lies on the dissemination of empirically supported interventions for children, youth, and adults with severe difficulties in reading, writing, spelling or doing mathematical calculations. Articles published in ILD provide up-to-date and evidence-based information for professionals, who teach or otherwise work with individuals with learning disabilities. They meet high quality standards for scholarly papers, but at the same time present findings in such a way that they are easily understood, relevant, and usable for practitioners.

LDW® members receive the journal as part of their membership package. If you're not a member, join now to receive this journal and other member benefits.

Become a part of the many universities, colleges and teacher training institutes who purchase Insights on Learning Disabilities: Prevailing Theories to Validated Practices at bulk rates. Email LDW® at for more information.


Editorial Board

Teresa Allissa Citro, Learning Disabilities Worldwide
Charles B. Hutchison, UNC Charlotte, U.S.A.


Associate Editors
Matthias Grünke, University of Cologne, Germany

Stephen MacDonald, University of Sunderland, Sunderland England 


Consulting Editors
Click here to see Consulting Editors.


Editorial Policy and Manuscript Submissions

Click here to see the editorial policy and manuscript submission guidelines.



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Learning Disabilities Worldwide, Inc., is a not-for-profit, tax-exempt organization under Section 501(c)(3) of the Internal Revenue Code.
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