Journal of Research in Reading (J Res Read)

Publisher: United Kingdom Literacy Association, Wiley

Journal description

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.

Current impact factor: 1.25

Impact Factor Rankings

Additional details

5-year impact 1.50
Cited half-life 6.80
Immediacy index 0.31
Eigenfactor 0.00
Article influence 0.64
Website Journal of Research in Reading website
Other titles Journal of research in reading (Online)
ISSN 1467-9817
OCLC 39072207
Material type Periodical, Internet resource
Document type Internet Resource, Journal / Magazine / Newspaper

Publisher details


  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 2 years embargo
  • Conditions
    • Some journals have separate policies, please check with each journal directly
    • On author's personal website, institutional repositories, arXiv, AgEcon, PhilPapers, PubMed Central, RePEc or Social Science Research Network
    • Author's pre-print may not be updated with Publisher's Version/PDF
    • Author's pre-print must acknowledge acceptance for publication
    • Non-Commercial
    • Publisher's version/PDF cannot be used
    • Publisher source must be acknowledged with citation
    • Must link to publisher version with set statement (see policy)
    • If OnlineOpen is available, BBSRC, EPSRC, MRC, NERC and STFC authors, may self-archive after 12 months
    • If OnlineOpen is available, AHRC and ESRC authors, may self-archive after 24 months
    • Publisher last contacted on 07/08/2014
    • This policy is an exception to the default policies of 'Wiley'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study examined the types of orthographic knowledge that are important in learning to read and spell Chinese words in a 2-year longitudinal study following 289 Hong Kong Chinese children from Grade 1 to Grade 2. Multiple regression results showed that radical knowledge significantly predicted children's word reading and spelling performance across the years. Stroke knowledge contributed both concurrently (Grade 1) and longitudinally (Grade 2) to children's spelling performance after controlling for rapid naming, phonological awareness, morphological awareness and radical knowledge. These findings support the significance of radical knowledge in Chinese reading and spelling and the specific role of stroke order knowledge in Chinese spelling. The findings have implications for the design of an effective curriculum for teaching children to spell Chinese characters.
    Journal of Research in Reading 08/2015; DOI:10.1111/1467-9817.12058
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    ABSTRACT: This study draws on interviews with 26 individuals who attained an advanced degree and whose parents did not attend university and who reported having at least one older sibling. Participants were asked about independent reading practices in their youth and the reading practices of their older siblings. Participants reported many memories of their own independent reading development and ways in which their older sibling(s) mediated or influenced their out-of-school reading practices. From an analysis of these interviews and related research literature, this study draws on Gee's theory of Discourses to suggest that family interactions around reading may have not only improved participants' reading abilities but also allowed participants to form dispositions or identities that included habits of recreational reading. Authors suggest ways educators and parents might encourage shared family and sibling out-of-school literacy practices as well as new directions for literacy research.What is already known about this topic Independent or recreational reading habits can affect academic longevity.Census data reports that 77.9% of U.S. children have at least one sibling.Research on the influence of siblings on literacy development, and especially on at-home reading, is scarce.Extant studies on literacy development and sibling relationships suggest that siblings can greatly affect the literacy development of one another.Reading is often misunderstood as a solitary practice, rather than a practice that often includes social interactions around reading materials and the mobilisation of identities (Discourses), which may affect the motivation for individuals to read.What this paper adds Interview participants, all of whom were first-generation university graduates with at least one older sibling, were asked about independent reading practices in their youth and the reading practices of their older siblings.Interview participants reported that they formed strong habits of at-home reading in their youth.96% of interview participants reported that their older siblings played a role in their literacy development.Analysis of these data, which draws on Gee's theory of Discourses, suggests that family interactions around reading may not only have improved participants' reading abilities, but may have also encouraged participants to form dispositions and identities that included viewing themselves as readers.Implications for practice/policy As a result of the lack of attention to sibling relationships and their potential influence on literacy development, educators and parents may be missing opportunities to educate young people by neglecting to offer guidance and resources to older siblings, for example, who could use reading resources both for their own literacy development, as well as for that of their siblings.As recreational reading involves mobilising identities (Discourses) and is a highly social process, educators can and should create opportunities for students with siblings to choose from a wide range of reading materials, and students should be encouraged to talk with friends, siblings and others about what they read in a variety of settings, both at home and at school.
    Journal of Research in Reading 07/2015; DOI:10.1111/1467-9817.12059
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    ABSTRACT: Although much is known about beginning readers using behavioural measures, real-time processes are still less clear. The present study examined eye movements (skipping rate, gaze, look back and second-pass duration) as a function of text-related (difficulty and word class) and student-related characteristics (word decoding, reading comprehension, short term and working memory). Twenty-four third and 20 fifth graders read a relatively easy (below grade level) and more difficult text (at grade level). The results showed that skipping rate mainly relied on text characteristics and a three-way interaction of grade, text difficulty and word class. Gaze durations depended mostly on student characteristics. Results on look backs showed more and longer look backs in difficult texts. Finally, second-pass duration mostly relied on grade level. To conclude, this study shows that both student and text characteristics should be taken into account when studying online text reading development.
    Journal of Research in Reading 06/2015; DOI:10.1111/1467-9817.12054
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    ABSTRACT: Two randomised control experiments examined spelling outcomes in a repeated measures design (pre-test, post-tests; 1-day, 1-month follow-up, 5-month follow-up), where students learned Spanish irregular words through (1) immediate feedback using self-correction, (2) visual imagery where children imagine and represent words using movement, and (3) copying words. The two control groups engaged in reading and dictation. We expected that methods with kinesthetic components and segmentation of stimuli would yield better orthographic representations in memory. Results showed that orthographic errors on Spanish irregular words diminish when children receive self-correction instruction. Imagery and copy instruction also reduce these errors, but less consistently. Five months later, self-correction group maintained their advantage in spelling compared with students who read or performed dictation. Experiment 2 replicated the spelling instruction effects and showed large effects on children who had hardly received any spelling instruction in Spanish. Results indicate that research-based practices can significantly improve spelling outcomes in primary children.
    Journal of Research in Reading 06/2015; DOI:10.1111/1467-9817.12055
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    ABSTRACT: The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula.
    Journal of Research in Reading 06/2015; DOI:10.1111/1467-9817.12056
  • [Show abstract] [Hide abstract]
    ABSTRACT: Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided.
    Journal of Research in Reading 06/2015; DOI:10.1111/1467-9817.12057
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    ABSTRACT: Reading research has shown that variable relationships exist between measures of oral reading fluency and reading comprehension, depending on whether the language of the text is the reader's first language or an additional language. This paper explores this phenomenon, using reading assessment data for 2,000 Kenyan children in two or three languages: English, Kiswahili and one of two mother tongues, Dholuo or Gikuyu. The assessment data allowed us to compare reading and comprehension rates across languages. The data indicated that many children could read English words more easily than words in Kiswahili or their mother tongue; nevertheless, their reading comprehension was significantly lower in English than in Kiswahili, Dholuo or Gikuyu. The paper concludes that emphasising English reading fluency is an inefficient route to gaining reading comprehension skills because pupils are actually attaining minimal oral reading fluency in English and only modest comprehension skills in their own languages. The evidence also demonstrates that Kenya's national language policy of mother tongue as a medium of instruction in the early primary grades is consistently ignored in practice.
    Journal of Research in Reading 04/2015; DOI:10.1111/1467-9817.12052
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    ABSTRACT: The aim of this research was to develop a new questionnaire for exploring the reading beliefs of undergraduate students, because the only currently available instrument has conceptual and methodological limitations. The paper describes the process of developing the instrument and presents a range of psychometric data obtained from a sample of 558 Spanish undergraduates who were in the first or final year of a degree programme in psychology, language and literature or engineering. The results provide evidence of the psychometric quality of items and reveal a dual structure of two and six factors, both obtained through exploratory and/or confirmatory factor analyses. Adequate reliability based on internal consistency of the factors was also demonstrated. As a measure of criterion validity, differences in reading beliefs by gender, academic year and knowledge area were also explored. The findings support the psychometric adequacy of this new instrument developed through an exploratory piece of research. Overall, the process of constructing the instrument and the results from this study provide a framework for research and intervention, in addition to presenting a tool that both researchers and teaching staff could use in the context of reading and reading comprehension.
    Journal of Research in Reading 04/2015; DOI:10.1111/1467-9817.12051
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    ABSTRACT: This study investigated the effects of varying text difficulty on L2 reading attitudes and reading comprehension. To provide the optimal challenge for L2 reading, comprehensible input hypothesis postulates that choosing text slightly harder than the learner's current level will enhance reading comprehension. Fifty-four freshmen from one university in central Taiwan were randomly divided into two groups. Students in the ‘i − 1’ group were given level 3 and level 4 Oxford Graded Readers while students in the ‘i + 1’ group were provided with level 5 and level 6. Quantitative data were obtained via the English Placement Exam and the Reading Attitudes Survey. Results from the pretest and posttest of the Reading Attitudes Survey suggest that the i − 1 group has gained significantly in reading attitudes, whereas no difference in reading attitude was identified with the i + 1 group. Results also indicate that varied difficulty levels of reading text did not significantly affect participants' reading comprehension.
    Journal of Research in Reading 03/2015; DOI:10.1111/1467-9817.12049
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    ABSTRACT: This study shows that it makes a difference whether accuracy measures or rate measures are used when assessing reading comprehension. When the outcome is reading comprehension accuracy (i.e., the number of correct responses), word reading skills (measured as access to orthographic representations) account for a modest amount of the variance in the reading comprehension of 10-year old children. However, this changes when reading comprehension is conceptualised as rate (i.e., number of correct responses per minute); when this is done, the correlation with word reading increases. The result was validated in two different reading comprehension tests. Moreover, this study indicates that it is not merely efficient word reading that influences the process of comprehending at a fast rate. When word reading and receptive vocabulary are controlled, a written measure of the ability to access and connect similar word meanings (synonym judgement) explains additional variance in reading comprehension rate.;jsessionid=1464F436F6E8C6EA3125D1F038F1DF27.f02t04
    Journal of Research in Reading 03/2015; DOI:10.1111/1467-9817.12047/epdf
  • [Show abstract] [Hide abstract]
    ABSTRACT: The present study investigated the relationships between socioeconomic status (SES) and word reading in both Chinese (L1) and English (L2), with children's cognitive/linguistic skills considered as mediators and/or moderators. One hundred ninety-nine Chinese kindergarteners in Hong Kong with diverse SES backgrounds participated in this study. SES explained unique variance in English word reading even after age, phonological processing, vocabulary and working memory were controlled. However, the effect of SES on Chinese word reading became nonsignificant when these control variables were included. Moreover, phonological awareness showed a full mediating effect on the relationship between SES and Chinese word reading. Both phonological awareness and vocabulary were found to partially mediate the association between SES and English word reading. These findings complement our understanding of the relation between SES and reading development in Chinese societies and may have policy or intervention development implications.
    Journal of Research in Reading 02/2015; DOI:10.1111/1467-9817.12046
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    ABSTRACT: This study relates to the results obtained in the development of reading comprehension (RC) and self-concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi-experimental design with the use of comparison groups and pre-tests/post-tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self-concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self-concept, the tutor's own role, his involvement with their tutees' progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor's reading self-perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident.
    Journal of Research in Reading 01/2015; DOI:10.1111/1467-9817.12044