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
    • On a non-profit server
    • 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
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    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: 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: 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
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    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
  • Source
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    ABSTRACT: The purpose of this study was to determine if there are gender differences among elementary school-aged students in regard to the inferences they generate during reading. Fourth-grade students (130 females; 126 males) completed think-aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen’s d = .34, p = .01; Cohen’s d = .26, p = .04, respectively). In contrast, there was no evidence for gender differences in other types of think-aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory.
    Journal of Research in Reading 11/2014; 27(4):356-374. DOI:10.1111/j.1467-9817.2012.01531.x
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    ABSTRACT: The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3-month, 6-month and 12-month follow-up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy.
    Journal of Research in Reading 11/2014; DOI:10.1111/1467-9817.12041
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    ABSTRACT: This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of orientation, text reading and answering questions. Results show that in general these low-achieving adolescents are infrequently monitoring their text comprehension or making connections with prior knowledge. Nevertheless, important differences are found between types and sequences of self-regulated reading activities related to task achievement. The low-achieving adolescents showing a straightforward linear approach to the task (orientation, reading of the whole text and finally answering of questions) yielded more success. In addition, readers demonstrating more activities directed at connections between text contents and prior knowledge during reading showed better task achievement. Implications of these findings for literacy education of this special group of adolescents are discussed.
    Journal of Research in Reading 10/2014; DOI:10.1111/1467-9817.12037
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    ABSTRACT: Previous research has reported an imageability effect on visual word recognition. Words that are high in imageability are recognised more rapidly than are those lower in imageability. However, later researchers argued that imageability was confounded with age of acquisition. In the current research, these two factors were manipulated in a factorial design to assess their effect in a lexical decision task and a progressive demasking task. Across both tasks, there was a clear and robust effect of age of acquisition. In contrast, the imageability effect was only evident in the progressive demasking task. Both effects are explained within the connectionist framework in terms of network plasticity and semantic feedback activation.
    Journal of Research in Reading 10/2014; DOI:10.1111/1467-9817.12040
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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; DOI:10.1111/1467-9817.12033
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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; DOI:10.1111/1467-9817.12032