Journal of Research in Reading (J Res Read )

Publisher: United Kingdom Literacy Association, Blackwell Publishing


Journal of Research in Reading provides an international forum for researchers into literacy. It increased to 3 issues a year in 1997. It is a refereed journal principally devoted to reports of empirical studies in reading and related fields and to informed reviews of relevant literature. It also includes brief research notes (including abstracts of theses) notices of conferences (including calls for papers) and reviews of books and published research reports. Journal of Research in Reading is published for the United Kingdom Reading Association. If you would like to visit the National Literacy Trusts web site click here.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    Journal of Research in Reading website
  • Other titles
    Journal of research in reading (Online)
  • ISSN
  • OCLC
  • Material type
    Periodical, Internet resource
  • Document type
    Internet Resource, Journal / Magazine / Newspaper

Publisher details

Blackwell Publishing

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • Some journals impose embargoes typically of 6 or 12 months, occasionally of 24 months
    • no listing of affected journals available as yet
  • Conditions
    • See Wiley-Blackwell entry for articles after February 2007
    • Publisher version cannot be used
    • On author or institutional or subject-based server
    • Server must be non-commercial
    • Publisher copyright and source must be acknowledged with set statement ("The definitive version is available at ")
    • Articles in some journals can be made Open Access on payment of additional charge
    • 'Blackwell Publishing' is an imprint of 'Wiley-Blackwell'
  • Classification
    ​ yellow

Publications in this journal

  • Renae Nash, Joanne Arciuli
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    ABSTRACT: Prosodic awareness has been linked with reading accuracy in typically developing children. Although children with autism spectrum disorders (ASD) often have difficulty processing prosody and often have trouble learning to read, no previous study has looked at the link between explicit prosodic awareness and reading in ASD. In the current study, 29 early readers with ASD (5–11 years) completed word and nonword reading accuracy tasks and two measures of prosodic awareness. Tasks relating to phonological awareness, oral language, vocabulary, letter knowledge and nonverbal intelligence were also administered. A key finding was that there was a relationship between prosodic awareness and both word and nonword reading accuracy.
    Journal of Research in Reading 09/2014;
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    ABSTRACT: Letter position dyslexia (LPD) is a peripheral dyslexia that causes errors of letter position within words, such as reading cloud as could. In this study, we assessed the effect of various display manipulations and reading methods on the reading of 10 Hebrew readers with developmental LPD. These manipulations included tracking the letters with the index finger, spacing of two or six spaces between letters, presenting each letter in a different colour and inserting a sign between letters. We also tested the effect of diacritic markers, which provide disambiguating phonological information. Several display manipulations reduced the rate of letter migrations, and finger tracking was the most efficient technique. Diacritic markers were either ignored or made reading even more difficult. These findings indicate that LPD is treatable, and that the technique that is the easiest to apply, finger tracking, is also the most promising one in reducing letter migrations in LPD.
    Journal of Research in Reading 08/2014; 37(3).
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    ABSTRACT: A latent profile analysis of 323 economically and academically at-risk adolescent and young adult learners yielded two classes: an average literacy class (92%) and a low literacy class (8%). The class profiles significantly differed in their word reading and math skills, and in their processing speeds and self-reported learning disabilities. The class profiles did not significantly differ in their language comprehension and cognitive processing/working memory abilities. These findings suggest targeted instructional interventions to overcome deficits, leading to overall improvements in literacy and numeracy among this important population.
    Journal of Research in Reading 08/2014;
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    ABSTRACT: This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed a questionnaire that measured these two variables at the beginning and near the end of a school year. The study's findings indicated that students' intrinsic reading motivation was generally stable over a school year. A significant increase in the perceived degree of mastery goal structure in reading instruction was observed near the end of the school year. Students' perception of instruction remained a strong and positive predictor of intrinsic motivation after controlling their prior motivation and other background variables. Different factors affecting students' motivational change are discussed to provide insights for promoting their reading motivation and counter the prevalent trend of motivational decline.
    Journal of Research in Reading 08/2014;
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    ABSTRACT: This study examined how linguistic and sociocultural diversity have an impact on the reading literacy outcomes of a representative sample of 3,549 first-language (L1) and 208 second-language (L2) fourth-grade students in the Netherlands. A multilevel modelling analysis was conducted using Progress in International Reading Literacy Study 2006 data to explore to what extent linguistic background, socioeconomic status (SES), home and school literacy environment and reading attitudes explain differences in reading literacy achievement. Significant differences between L1 and L2 students were found with regard to reading literacy achievement, SES and the home and school literacy environment. Multilevel modelling analysis showed 34.7% of explained variance in reading literacy achievement, whereby the student level accounts for most of the explained variance. In the final model, linguistic background, SES, home and school literacy environment and reading attitudes were found to have a significant effect on reading literacy achievement.
    Journal of Research in Reading 08/2014;
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    ABSTRACT: Recent literacy research shows an increasing interest in the influence of prosody on literacy acquisition. The current study examines the relationship of nonspeech rhythmic skills to children's reading acquisition, and their possible relation to stress assignment in Spanish, a syllable-timed language. Sixty-six third graders with no reading difficulties were scored on measures of nonspeech rhythm, word-level decoding skill, reading fluency and reading with correct assignment of lexical stress. After controlling for verbal intelligence and working memory, hierarchical multiple regression analyses showed that nonspeech rhythm predicted unique variance in reading fluency and correct stress assignment; it did not predict decoding skills. Given that Spanish is a syllable-timed as opposed to stress-timed language like English, the association between nonspeech rhythm, reading fluency and stress assignment found in our study suggests that nonspeech rhythm may be a universal factor in reading acquisition, independent of the type of linguistic rhythm.
    Journal of Research in Reading 08/2014; 37(3).
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    ABSTRACT: In this study, we examined texting behaviours, text message characteristics (textese) of actual sent text messages and the relationships between texting, textese and literacy abilities in a sample of 183 American undergraduates. As compared to previous naturalistic and experimental studies with English-speaking adults, both texting frequency and textism density (proportion of textese) were greater, but category density analyses were similar to a recent experimental study with undergraduates. Interestingly, whilst overall textism density was negatively related to reading and spelling, some textism categories (e.g., omitted apostrophes) were negatively related to literacy skills, while others (e.g., accent stylisation) were positively related to literacy skills. The use of predictive texting was a moderator in this relationship. Our results may help explain the discordant findings between children and adults with regard to textese use and literacy skills, and also highlight the importance of conducting analyses of category density and predictive texting in studies of texting and literacy.
    Journal of Research in Reading 08/2014; 37(3).
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    ABSTRACT: This study explores the themes in the talk of two mothers and daughters as they share a self-created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent–child exchanges. A deductive–inductive thematic analysis identified three recurring themes in the parent–child talk: realistic fiction, scaffolding variations, and engaged players and objects of ‘play’. The themes suggested that Vygotsky's theory has particular relevance in exploring the learning processes facilitated by the iPad app. In addition, however, post-Vygotskian theoretical frameworks were helpful in capturing the dynamic co-construction of the authentic and multimedia stories parents and children shared.
    Journal of Research in Reading 06/2014;
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    ABSTRACT: This paper reports on a study of the purposes for literacy discernible in young children's use of the virtual world, Club Penguin. Twenty-six children aged between 5 and 11 took part in semi-structured interviews in which their use of virtual worlds was explored. Further, three 11-year-old children were filmed using Club Penguin four times each over the period of 1 month in their own homes and they and their parents took part in interviews regarding their use of this virtual world. Findings indicate that the purposes for literacy in virtual worlds such as these are varied and have much in common with purposes for literacy in the off ine world. The virtual world Club Penguin provided a motivating and enjoyable context for reading and writing and enabled the construction and maintenance of online social networks. The implications for research, policy and practice are discussed.
    Journal of Research in Reading 05/2014; 37(2).
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    ABSTRACT: The present study explores the development and promotion of reading comprehension in primary school students, in the context of the implementation of an educational programme called ‘Learning Together’ (LT). The programme, which centred on collaborative learning activities, was designed to promote oral and written communication in primary school Mexican children. Analyses revealed that children who participated in the LT programme, in comparison with students in a control condition, produced higher-quality written summaries of texts they had read, both when working in teams and when working individually. This suggests that the LT participants appropriated and transferred the text comprehension strategies promoted, so that they could apply these strategies effectively not only in collaborative contexts but also independently, that is, in a self-regulated and autonomous fashion. The theoretical and practical implications of the work are discussed in relation to understanding and promoting oracy and literacy processes in primary school students.
    Journal of Research in Reading 05/2014; 37(2).
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    ABSTRACT: The present study investigates the validity of a 4-point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low-income backgrounds; children's literacy orientation was rated during a group teacher-led book reading. Children's ratings of literacy orientation during shared book reading using the global 4-point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end-of-year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.
    Journal of Research in Reading 05/2014; 37(2).
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    ABSTRACT: Successful anaphor comprehension in reading is related to the explicitness of the antecedent–anaphor relation. It mirrors one of the purposes of textual enhancement (TE), which is that it raises learners' awareness of linguistic forms by enhancing the salience of input. Therefore, learners notice the enhanced form and discover the rule or relationship after they have become relatively explicit. This study investigates the effects of TE on second language learners' anaphor resolution performance and reading comprehension, to reveal the interaction among learners' comprehension, anaphor performance and noticing. Sixty EFL learners in Taiwan were divided into the control and TE groups. Participants' posttest responses were compared with respect to their anaphor resolution performance and their reading comprehension degree. The results showed that the TE group had better anaphor resolution performance, and participants' form processing did not impede their reading comprehension. These findings are discussed with both theoretical and pedagogical implications.
    Journal of Research in Reading 04/2014;
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    ABSTRACT: This study investigates the effects of background knowledge on Chinese word processing during silent reading by monitoring adult readers’ eye movements. Both higher knowledge (physics major) and lower knowledge (nonphysics major) graduate students were given physics texts to read. Higher knowledge readers spent less time rereading and had lower regression rates on unfamiliar physics words and common words in physics texts than did lower knowledge readers; they also had shorter gaze durations and fewer first-pass fixations on familiar physics words than on unfamiliar physics words. For unfamiliar physics words and common words, both groups predominantly fixated first on the beginnings of words when they made multiple fixations on a word and on a left-of-centre location when they fixated only once on a word. These findings suggest that both groups comprise mature readers with strong language concepts. However, differences in background knowledge led to different reading processes at different stages of reading.
    Journal of Research in Reading 03/2014; 37(S1).
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    ABSTRACT: This study investigated note-taking during multiple-text reading across two different task conditions in relation to comprehension performance and self-reports of strategy use. Forty-four undergraduates read multiple texts about climate change to write an argument or a summary. Analysis of students’ spontaneous note-taking during reading showed that intertextual elaboration strategies, as indicated by the notes, were related to deeper-level, integrated comprehension for students reading to construct an argument, whereas no such relationship was observed for students reading to summarise information. Relations between note-taking and self-reporting of strategies suggested a heightened awareness of strategy use among students reading to construct an argument, with this, possibly, explaining why their note-taking strategies accounted for variance in their comprehension performance. Discussion focuses on the unique contributions of the current work to multiple-text strategy research.
    Journal of Research in Reading 03/2014; 37(S1).
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    ABSTRACT: In this study we investigate the role of linguistic knowledge, fluency and meta-cognitive knowledge in Dutch reading comprehension of monolingual and bilingual adolescent academic low achievers in the Netherlands. Results show that these components are substantially associated with reading comprehension. However, their role appears to be different for the monolingual and bilingual low achievers. There are interactions between knowledge and fluency components with membership of the monolingual or bilingual group of low achievers, indicating that knowledge is more important in explaining reading comprehension of bilinguals, whereas fluency is more important in explaining the monolinguals’ reading comprehension. Explanations of this difference between monolingual and bilingual low achievers are discussed.
    Journal of Research in Reading 03/2014; 37(S1).

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