ISSN: 0141-0423

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Journal of Research in Reading Q1 Unclaimed

Wiley-Blackwell Publishing Ltd United Kingdom

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Journal of Research in Reading is a journal indexed in SJR in Psychology (miscellaneous) and Education with an H index of 61. It has a price of 3500 €. It has an SJR impact factor of 1,133 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,133.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q1) Developmental and Educational Psychology (Q1) Education (Q1) Psychology (miscellaneous) (Q1)

Price

3500 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

1,133

SJR Impact factor

61

H Index

22

Total Docs (Last Year)

107

Total Docs (3 years)

1169

Total Refs

343

Total Cites (3 years)

106

Citable Docs (3 years)

3.28

Cites/Doc (2 years)

53.14

Ref/Doc

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Aims and Scope

Best articles by citations

Pre-schoolers, print and storybooks: an observational study using eye movement analysis

Cloze procedure and comprehension: an exploratory study across three languages

La complexite des relations grapho-phonetiques explique-t-elle les difficultes d'apprentissage de la lecture? Le cas de l'hebreu en Israel

Playing football without a ball: language, reading and academic performance in a high-poverty school

Reading competence development of poor readers in a German elementary school sample: an empirical examination of the Matthew effect model

The borrowers: library records as unobtrusive measures of children's reading preferences

Learning a transparent orthography at five years old: reading development of children during their first year of formal reading instruction in Wales

The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders

Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape Community School, South Africa

Sensitivity to auditory and visual stimuli during early reading development

Influence of siblings on out-of-school reading practices

The effect on the doze test of changes in deletion frequency

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Consistency of an Associational Strategy Used by Hearing-impaired Students

Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties

What is orthographic processing skill and how does it relate to word identification in reading?

Development and initial validation of a questionnaire to assess the reading beliefs of undergraduate students: theCuestionario de Creencias sobre la Lectura

Extensive reading in Malawi: inadequate implementation or inappropriate innovation?

The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition

Sensitivity to rime unit frequency and children's early word-reading strategies

Christianity and rural community literacy practices in Uganda

How many colours are necessary to increase the reading speed of children with visual stress? A comparison of two systems

Are all phonemic awareness tests created equally? A comparison of the Yopp-Singer and the task of auditory analysis skills (TASS)

Using pencil-and-paper lexical-decision tests to assess word decoding skill: aspects of validity and reliability

The Cloze Procedure Applied to a Probability Concepts Test