ISSN: 0270-2711

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Reading Psychology Q1 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Reading Psychology is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 45. It has a price of 2395 €. It has an SJR impact factor of 0,495 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 0,495.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Linguistics and Language (Q1) Education (Q2) Developmental and Educational Psychology (Q3) Developmental and Educational Psychology (Q3)

Price

2395 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

0,495

SJR Impact factor

45

H Index

40

Total Docs (Last Year)

106

Total Docs (3 years)

2366

Total Refs

181

Total Cites (3 years)

106

Citable Docs (3 years)

1.87

Cites/Doc (2 years)

59.15

Ref/Doc

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Aims and Scope

Best articles by citations

A Comparative Study of Small Group Fluency Instruction

"DON'T THINK FOR A MINUTE THAT I'M GETTING UP THERE"": OPPORTUNITIES FOR READERS' THEATER IN A TUTORIAL FOR CHILDREN WITH READING PROBLEMS"

"CONTROLLING TWO CONFOUNDING VARIABLES IN WORD LENGTH: ""VANISHED WORD-LENGTH EFFECT"

SEX ROLES FROM A CHILD'S POINT OF VIEW: AN ANALYSIS OF CHILDREN'S WRITING

PROFICIENT READER SUBTYPES: IMPLICATIONS FOR LITERACY THEORY, ASSESSMENT, AND PRACTICE

Do Dispositional Characteristics Influence Reading? Examining the Impact of Personality on Reading Fluency

THE CONDITIONS OF FLOW IN READING: TWO STUDIES OF OPTIMAL EXPERIENCE

Comparative Studies on the Roles of Linguistic Knowledge and Sentence Processing Speed in L2 Listening and Reading Comprehension in an EFL Tertiary Setting

Emergent Readers' Recognition of Irony inGood Dog, Carl

Pre-Service Teachers are Competent in Phonological Processing Skills: How to Teach the Science of Reading

THE INFLUENCE OF DIFFERENTIAL PRE-READING INSTRUCTIONS ON CONSTRUCTING DIFFERENT DIMENSIONS OF SITUATIONAL REPRESENTATIONS AND PROBLEM-SOLVING IN FL NARRATIVE TEXT COMPREHENSION

AN ORTHOGRAPHIC-SPECIFIC COMPARISON OF THE SPELLING ERRORS OF LEARNING DISABLED AND NORMAL CHILDREN ACROSS FOUR GRADE LEVELS OF SPELLING ACHIEVEMENT

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A GENERALIZABILITY STUDY OF THE EFFECTS OF TRAINING ON TEACHERS' ABILITIES TO RATE CHILDREN'S WRITING USING A RUBRIC

A LOCUS OF THE WORD-LENGTH EFFECT ON WORD RECOGNITION

Examining the Association Between theImagination LibraryEarly Childhood Literacy Program and Kindergarten Readiness

The Effects of Questioning on Text Processing

WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING

THE EFFECTS OF ANIMATION CUES ON VOCABULARY DEVELOPMENT

PROMOTING EFFECTIVE LITERACY LEARNING IN MINORITY STUDENTS BY FOCUSING ON TEACHER WORKSHOPS AND REFLECTIVE PRACTICE: A COMPREHENSIVE PROJECT SUPPORTED BY THE ANNENBERG FOUNDATION

The Validity of Receptive and Expressive Vocabulary Measures with Spanish-Speaking Kindergarteners Learning English

Phonological Awareness Development as a Discrete Process: Evidence for an Integrative Model

Psycho-Linguistic Model of Reading Strategies Awareness in EFL Contexts

EDITORIAL COMMENT DEVELOPMENTAL SPELLING THEORY REVISITED

ARE ORAL READING WORD OMISSIONS AND SUBSTITUTIONS CAUSED BY CARELESS EYE MOVEMENTS?