Example of Journal of Research in Reading format
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Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format Example of Journal of Research in Reading format
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open access Open Access

Journal of Research in Reading — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #175 of 1319 down down by 74 ranks
Psychology (miscellaneous) #8 of 53 up up by 1 rank
Developmental and Educational Psychology #88 of 332 down down by 8 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 151 Published Papers | 552 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 01/07/2020
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Related Journals

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SJR: 1.917
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

1.256

5% from 2018

Impact factor for Journal of Research in Reading from 2016 - 2019
Year Value
2019 1.256
2018 1.323
2017 1.673
2016 1.564
graph view Graph view
table view Table view

3.7

42% from 2019

CiteRatio for Journal of Research in Reading from 2016 - 2020
Year Value
2020 3.7
2019 2.6
2018 2.6
2017 3.5
2016 3.1
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 5% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 42% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.077

12% from 2019

SJR for Journal of Research in Reading from 2016 - 2020
Year Value
2020 1.077
2019 0.959
2018 0.894
2017 1.017
2016 0.954
graph view Graph view
table view Table view

1.765

42% from 2019

SNIP for Journal of Research in Reading from 2016 - 2020
Year Value
2020 1.765
2019 1.24
2018 1.479
2017 1.604
2016 1.811
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 12% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 42% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Journal of Research in Reading

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Wiley

Journal of Research in Reading

The Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal principally devoted to reports of original, empirical or theoretical studies in reading and related fields, and to informed reviews of relevant literature...... Read More

Education

Psychology (miscellaneous)

Developmental and Educational Psychology

Social Sciences

i
Last updated on
01 Jul 2020
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ISSN
0141-0423
i
Impact Factor
High - 1.127
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
apa
i
Citation Type
Numbered
[25]
i
Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Journal Article DOI: 10.1111/J.1467-9817.1995.TB00077.X
Phases of development in learning to read words by sight
Linnea C. Ehri1

Topics:

Learning to read (64%)64% related to the paper, Reading (process) (60%)60% related to the paper, Word recognition (55%)55% related to the paper
766 Citations
Journal Article DOI: 10.1111/J.1467-9817.2004.00238.X
Beyond phonological skills: broader language skills contribute to the development of reading
Kate Nation1, Margaret J. Snowling2

Abstract:

This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding... This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non-phonological oral language tapping vocabulary knowledge and listening comprehension were unique concurrent predictors of both reading comprehension and word recognition at time 1. Importantly, all three measures of oral language skill also contributed unique variance to individual differences in reading comprehension, word recognition and exception word reading four and a half years later, even when the autoregressive effects of early reading skill were controlled. Moreover, the extent to which a child's word recognition departed from the level predicted from their decoding ability correlated with their oral language skills. These findings suggest that children's oral language proficiency, as well as their phonological skills, influences the course of reading development. read more read less

Topics:

Reading comprehension (68%)68% related to the paper, Reading (process) (62%)62% related to the paper, Word recognition (58%)58% related to the paper, Vocabulary development (57%)57% related to the paper, Vocabulary (55%)55% related to the paper
635 Citations
open accessOpen access Journal Article DOI: 10.1111/J.1467-9817.2008.01389.X
Gender differences in reading ability and attitudes: examining where these differences lie
Sarah Logan1, Rhona Johnston1

Abstract:

The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following a... The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation. read more read less

Topics:

Reading comprehension (66%)66% related to the paper
View PDF
355 Citations
Journal Article DOI: 10.1111/J.1467-9817.1984.TB00252.X
Lexical Guessing in Context in EFL Reading Comprehension.
Marsha Bensoussan1, Batia Laufer2

Abstract:

No one really knows to what extent students use context in guessing the meaning of new words. Some teachers of advanced learners of EFL (English as a foreign language) prefer to expose students to new words in context, hoping students will acquire the vocabulary through contextual clues; whereas others explicitly teach and dr... No one really knows to what extent students use context in guessing the meaning of new words. Some teachers of advanced learners of EFL (English as a foreign language) prefer to expose students to new words in context, hoping students will acquire the vocabulary through contextual clues; whereas others explicitly teach and drill vocabulary. The present study asks whether some types of words are more easily guessed than others, and also whether better students use context more effectively than weaker students do in guessing unknown words. Most importantly, to what extent does context help in guessing, if at all? Sixty first-year students were given a list of 70 words to translate into the mother tongue. A week later, each student was given a copy of the same word list but with the addition of a text containing all the words. An analysis of student answering patterns showed that context helped lexical guessing in only 13 per cent of the responses for only 24 per cent of the words. Word guessability was shown to be less a function of using the context than of applying‘preconceived notions'. Most frequent errors were with polysemes, morphological troublemakers, idioms and synophones. Although more proficient students knew more words than less proficient students, they were not able to use context more effectively. RESUME Deviner le vocabulaire en contexte: jusqu'a quel point est-ce gue les etudiants emploient du contexte en devinant le sens des mots? Nul ne sait effectivement jusqu'a quel point les etudiants se servent du contexte pour deviner le sens des mots qu'ils rencontrent pour la premiere fois. A I'egard des etudiants avances dans l'acquisition de l'anglais comme langue erangere, certains professeurs font apprendre le vocabulaire d'une maniere explicite et formelle, tandis que d'autres professeurs preferent presenter des mots nouveaux dans un contexte, en esperant que le vocabulaire sera appris a partir des indices contextuels. Cette etude s'occupe des questions suivantes: 1 le contexte. Jusqu'a quel point le contexte peut-il aider a faire des conjectures relatives au lexique? 2 la‘devinabilite’d'un mot. Jusqu'a quel point existe-t-il des mots (ou des categories de mots) qu'on peut deviner plus vite en contexte que d'autres? 3 le niveau de l'etudiant. Jusqu'a quel point les etudiants experimentes (i.e., de‘bons’etudiants selon l'echelle de comprehension du lexique EFL) sont-ils plus efficaces dans l'emploi due contexte pour deviner des mots peu familiers que les etudiants peu competents (les lecteurs‘faibles’du EFL). On a demandea 60 enfants en premiere annee d'etude de traduire une liste de 70 mots dans leur langue maternelle. Une semaine plus tard, on a donnea chaque etudiant la meme liste de mots, a laquelle on avait ajoute un texte comportant tous les mots. Une analyse des erreurs faites par les etudiants a montre que le contexte n'a aidea effectuer des conjectures sur le lexique que pour 24 pour cent des mots, ce qui n'a pas contribuea faciliter reellement la comprehension de la lecture. Pour le 76 pour cent des mots qui restent, le contexte etait peu efficace, soit parce que les signes n'existaient pas, soit parce que les etudiants ne pouvaient pas en profiter. La‘devinabilite’des mots s'est presentee en premier lieu comme l'attribution a un mot ou une phrase d'‘idees preconques'souvent mal fondees et n'ayant pas de sens dans le contexte correspondent. Par ordre de frequence decroissante, les cinq facteurs intervenant pour deviner les mots sur la base d'‘idees preconcues’etaient: le mauvais choix du sens d'un polyseme, la traduction inexacte d'une rebelle morphologique, la traduction inexacte d'un mot idiomatique, la confusion avec un homophone, la confusion avec un mot apparente. La ou les‘idees preconques’n'ont pas aide l'etudiant nous avons remarque qu'il a essaye d'employer des indices contextuels pour deviner—mais, en general, sans grand succes. Pour ce qui concerne le niveau des etudiants, dans ce travail, la competence individuelle ne s'est pas montree susceptible d'influencer la capacite de deviner des mots peu familiers. Tous les etudiants qu'ils fussent mauvais, moyens et bons ont mis en pratique la meme strategie: passer sous silence les mots inconnus, employer les‘idees preconcues', se hasarder des conjectures extremes et, en dernier ressort, employer des indices morphologiques et contextuels. II apparait que, meme si de meilleurs etudiants possedent d'amblee un vocabulaire plus large, ils ne devinent pas de mots differemment ni plus souvent que des etudiants de niveau inferieur. Les principales conclusions a tirer de ces resultats semblent les suivants: 1. Confier au hasard ou aux etudiants eux-memes l'apprentissage du vocabulaire n'est pas une solution ideale. 2. Les enseignants devraient aider les etudiants a developper leur capacite de tirer profit des indices contextuels. 3. On ne saurait la necessite d'enseigner et d'etudier directement le vocabulaire. En augmentant le nombre de mots qu'il comprend, l'etudiant dispose d'un contexte plus etendu qui lui perment de deviner avec plus de facilite le des mots inconnues. 4. Il serait opportune de prevenir les etudiants de l'existence des‘idees preconcues', pour les aider a compter moins sur ces idees trompeuses et plus sur le contexcte. read more read less
302 Citations
Journal Article DOI: 10.1111/J.1467-9817.2009.01401.X
Simple but complex: components of the simple view of reading across grade levels
Janet Tilstra1, Kristen L. McMaster1, Paul van den Broek2, Panayiota Kendeou3, David N. Rapp4

Abstract:

Northwestern UniversityThe purpose of this study was to examine the simple view of reading (SVR) andcontributions of verbal proficiency and reading fluency to reading comprehension forfourth-, seventh- and ninth-grade readers (N5271). The SVR explained a significantproportion of variance in reading comprehension for all grades w... Northwestern UniversityThe purpose of this study was to examine the simple view of reading (SVR) andcontributions of verbal proficiency and reading fluency to reading comprehension forfourth-, seventh- and ninth-grade readers (N5271). The SVR explained a significantproportion of variance in reading comprehension for all grades with decreasingexplained variance in higher grades. The variance explained by decoding decreasedfrom fourth grade to higher grades. The variance explained by listening com-prehension increased from fourth- to seventh-grade, but did not change from seventh-to ninth-grade. In all grades, verbal proficiency and reading fluency contributedsubstantial additional variance to reading comprehension beyond the SVR. Changesin the predictive relation between listening and reading comprehension and factorsinfluencing reading comprehension in each grade are discussed. read more read less

Topics:

Reading comprehension (62%)62% related to the paper, Reading (process) (57%)57% related to the paper
294 Citations
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13. What is Sherpa RoMEO Archiving Policy for Journal of Research in Reading?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Research in Reading. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Research in Reading?

The 5 most common citation types in order of usage for Journal of Research in Reading are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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