Reading and Writing Quarterly Journal Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

Reading and Writing Quarterly provides direction in educating a mainstreamed population for literacy. It disseminates critical information to improve instruction for regular and special education students who have difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Reading & Writing Quarterly website
Other titles Reading & writing quarterly (Online), Reading & writing quarterly
ISSN 1057-3569
OCLC 41180984
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete–representational–abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across participants. We established a functional relation in the teaching of 1 type of fraction word problem between the intervention and participants’ ability to successfully solve word problems. We then replicated the functional relation in the teaching of a 2nd type of fraction word problem. All participants reached grade-level mastery on both types of word problems, maintained skills after the intervention ended, and were able to solve near transfer problems. We discuss the findings and their implications for research and classroom practice.
    Reading and Writing Quarterly 07/2015; 31(3):253-278. DOI:10.1080/10573569.2015.1030999
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    ABSTRACT: The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students’ immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A descriptive analysis of these data showed that the students overwhelmingly rated the passages positively and preferred most the stories that they personally identified with, followed by those considered to be altruistic and/or fun. Passages that helped them to learn something also received positive ratings. We discuss these findings in terms of their implications for literacy development.
    Reading and Writing Quarterly 03/2015; DOI:10.1080/10573569.2014.955225
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    ABSTRACT: This study examined the effectiveness of a multisensory phonics-based reading remediation program for adolescent delinquents classified as poor readers living at a residential treatment center. We used a pretest-posttest control group design with random assignment. The treatment group participated in a 30-hr multisensory phonics reading intervention over a period of 8 weeks; the control group received standard reading instruction. Both groups completed pretest and posttest norm-referenced reading measures to assess changes in reading skills. The treatment group showed significantly greater improvement than the control group, with large effect sizes. Participants with higher preintervention reading scores and those with a higher verbal IQ responded more favorably to the reading intervention. We address the implications and limitations of this study.
    Reading and Writing Quarterly 03/2015; DOI:10.1080/10573569.2014.962199
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    ABSTRACT: Writing plays an important role in young adults’ lives. It is tied to academic achievement and also provides young adults with a voice in social interactions, a way to express their feelings, and an opportunity to reflect on life events. This study explores the writing practices of 2 adolescent girls: Suzanne and Molly. On multiple occasions they had been suspended from school, attended an alternative school, and both had been incarcerated. Suzanne and Molly identified themselves as writers, as their personal writing served as a coping mechanism, a tool for communication, and a way to voice their lived experiences. Despite the power of writing in their lives, their in-school writing instruction was almost nonexistent.
    Reading and Writing Quarterly 03/2015; DOI:10.1080/10573569.2014.936573
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    ABSTRACT: The purpose of this article is twofold: (a) to describe a structured literature review that was completed to determine how reading comprehension instruction has been studied with high-functioning children with autism spectrum disorder (ASD) and (b) to provide insight into the reading strategies that teachers might use to support these children. It addresses the following research questions: What reading comprehension studies with high-functioning children with ASD were completed between 1990 and 2012? And which teaching methods or strategies were tested between 1990 and 2012 to improve the reading comprehension skills of high-functioning children with ASD? The U. S. Department of Education reports that much research has been conducted over the past 20 years that addresses ways to remediate reading difficulties, but little research has been completed with high-functioning children with ASD. There is a gap in the research. Studies that test reading strategies are especially important because the number of children with ASD is increasing: The Centers for Disease Control and Prevention just reported that 1 in 50 children were diagnosed with ASD in 201310. Centers for Disease Control and Prevention. (2013). Autism spectrum disorders: Data and statistics. Retrieved from all references.
    Reading and Writing Quarterly 03/2015; DOI:10.1080/10573569.2014.936574
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    ABSTRACT: Refugee families in the United States face numerous challenges in becoming acculturated. School-age children of refugees face the additional challenges of acquiring academic language and meeting school expectations for behavior and social interactions while attempting to navigate the school curriculum. This case study examines the school and home experiences of a Sudanese 1st-grade student, Elijah, in an attempt to help teachers use culturally responsive teaching practices that promote the literacy development of Sudanese children with autism and to understand the challenges, needs, and expectations of Sudanese refugee parents who have children with autism.
    Reading and Writing Quarterly 01/2015; 31(4):1-18. DOI:10.1080/10573569.2014.935902
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    ABSTRACT: The article examines high school students' writing composition practices in multimodal instructional environments. We use Rosenblatt's transactional theory to look across the findings of 2 studies that blend traditional and digital modes of instruction in order to explore how modal switching can support students' reading and writing. We also address the tensions and challenges faced when attempting to create multimodal learning environments that use traditional texts to improve students' composition.
    Reading and Writing Quarterly 01/2015; 31(2):102-118. DOI:10.1080/10573569.2014.962201
  • Source
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    ABSTRACT: This quasi-experimental, mixed model study explored the use of an instructional approach that provided direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives using a hybrid classroom format. The purpose of the study was to explore preservice teachers’ attitudes and dispositions toward the integration of multicultural education and multiliteracies to promote literacy among struggling readers. For the purposes of this study, we defined multicultural education as a field of study and an emerging discipline whose major aim is to create educational opportunities for all students, including students who are traditionally disenfranchised, to meaningfully and successfully engage in the education process. The study used a convenience sample of preservice teachers enrolled in a graduate-level educational program at a small private university in the Northeast. Results indicate opportunities for the use of an instructional approach that provides direct instruction and experiences in multicultural education while empowering preservice teachers to examine their perspectives in a hybrid classroom environment.
    Reading and Writing Quarterly 01/2015; 31(2):168-184. DOI:10.1080/10573569.2014.968695
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    ABSTRACT: This article reports on a collaborative inquiry into the use of a researcher-designed digital tool for the support of writing instruction in elementary classrooms. The digital tool in question is an online collection of original writing samples produced by elementary children that was conceptualized as a resource for coaching new writers using easily retrievable samples of “gems” produced by other young writers. This article describes the teacher education context from which the design of this tool emerged as well as the evaluation of this tool by a group of Master Reading Teacher candidates. Grounded in the literature on the use of mentor texts in writing instruction, this article highlights the role that authentic child-authored texts can play in supporting teachers’ instructional moves. The article ends with a discussion of implications for enhancing teacher professional development through the use of digital tools that can be utilized to promote reflective inquiry into writing pedagogy.
    Reading and Writing Quarterly 01/2015; 31(2):185-200. DOI:10.1080/10573569.2014.962204
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    ABSTRACT: Although there have been any number of national reading reform efforts over the years, there is little evidence that such efforts have been sustained in schools over time. This study focused on addressing 2 questions: To what extent have Reading First schools in 2 states sustained the key elements of this reform over time? To what extent has student reading achievement continued to improve in these states over time? An online survey sent to all schools participating in Reading First in 2 states, follow-up interviews, and state reading achievement scores served as data sources. Findings indicated that most elements of Reading First were maintained 3 years after Reading First funding was terminated. Respondents were positive about the effect of Reading First in their schools. Schools in both states had shown a steady increase in the percentage of students who were proficient over the time of the initiative. In 1 state, this rate continued to improve, although the pace of the increase diminished; in the other state, there was a small but steady yearly decrease in the percentage of students achieving proficiency. We discuss factors contributing to this difference in achievement.
    Reading and Writing Quarterly 01/2015; 31(1):30-55. DOI:10.1080/10573569.2013.857947