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 1521-0693
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: Written expression is a critical component of the academic curriculum that is needed across content areas and grade levels. Despite the importance of writing, secondary students are struggling to write effectively across the phases of written expression, beginning with prewriting. This research sought to support students' written expression and sustain their written expression improvements by gradually reducing the amount of support provided by procedural facilitators. This study presented 3 procedural facilitators from the most to the least support to 54 eighth-grade students. Results indicated that the procedural facilitators significantly supported written expression. When the amount of support was gradually reduced, students maintained their improved written expression through posttest measures.
    Reading and Writing Quarterly 10/2015; 31(4):316-333. DOI:10.1080/10573569.2013.857975
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    ABSTRACT: This study investigated the degree to which the quality of teachers’ language modeling contributed to reading achievement for 995 students, both English language learners and native English speakers, across developmental bilingual, dual language, and monolingual English classrooms. Covariates included prior reading achievement, gender, eligibility for free lunch, and ethnicity. A 2-level hierarchical linear modeling analysis revealed that (a) prior achievement, Latino ethnicity, and eligibility for free lunch contributed significantly to the model but gender did not; (b) students gained 3 points for each unit increase in the quality of language modeling across classrooms; and (c) reading achievement for English language learners was not significantly different than that for native English-speaking students. In addition, cross-level interactions revealed that the slope of the quality of language modeling and reading achievement for students in monolingual English classrooms and developmental bilingual classrooms was stronger than that for students in dual language classrooms. We discuss classroom implications of bilingualism and language modeling in improving reading outcomes.
    Reading and Writing Quarterly 01/2015; 31:1-29. DOI:10.1080/10573569.2013.819187
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    ABSTRACT: Many institutions struggle to develop a meaningful way to assess the effectiveness of drop-in tutorial services provided to students. This article discusses the development of a data collection system based on a visitor sign-in system that proved to be an efficient method of gathering assessment data, including frequency of visits, end-of-course grades, and demographic information on student visitors. The data were used to analyze the impact of tutorial services on student grade rates, with special attention given to the effects of service on populations underrepresented (females and Blacks) in science, technology, engineering, and mathematics (STEM) fields. The results showed a significant difference in grade distributions among Black males and provided evidence to support the existence of self-selection biases in the use of tutorial services. The biases may include self-selected use of tutorial services by at-risk students, who are more likely to need support, and by self-motivated students, who are more likely to utilize all available resources to succeed.
    Reading and Writing Quarterly 10/2014; 45(1):52-66.
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    ABSTRACT: This article presents a case study that examined the ways in which the boundaries of what it meant to be a “reader” were constructed and what counted as reading in a 9th-grade English classroom. Through the examination of 2 literacy practices (i.e., teacher-led shared reading and the reading of school texts outside of school), I explore what it meant to be a reader and how this was constructed in the classroom. In addition, I report on 1 student's sophisticated out-of-school literacy practices, how he actively helped construct what it meant to be a reader, and how he positioned himself within and in opposition to the constructions of being a reader in the classroom. The findings of the study suggest implications for literacy theory and for educators teaching struggling readers.
    Reading and Writing Quarterly 07/2012; 28(3):201-228. DOI:10.1080/10573569.2012.676354
  • Reading and Writing Quarterly 07/2012; 28(3):199-200. DOI:10.1080/10573569.2012.676351
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although an abundance of research exists regarding reading achievement gaps with minority students, and it is widely accepted that experiences in the early grades can be foundational to future success, there is a need for more research on what constitutes effective literacy practices for struggling African American emergent readers. The purpose of this article is to describe the complexity of an African American kindergarten student's responses to interactive read-alouds. Drawing on data from a 9-month research project in an urban public kindergarten classroom, this case study describes how an emergent reader, who was identified by his teacher as struggling with both literacy development and motivation, was highly engaged during the daily interactive read-alouds. The researcher used qualitative research methods, and data analysis occurred in 3 phases: (a) descriptive analysis of the classroom context, (b) analysis of emergent themes, and (c) categorical analysis of comprehension levels. Overall, the findings show that classroom read-alouds of children's picture books are a positive aspect of reading instruction because the discussion that occurs can influence and affect children's development of comprehension strategies as well as their self-perceptions as readers.
    Reading and Writing Quarterly 07/2012; 28(3):255-278. DOI:10.1080/10573569.2012.676407
  • Source
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    ABSTRACT: This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students' writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys.
    Reading and Writing Quarterly 06/2012; 28(1):51-69. DOI:10.1080/10573569.2012.632732
  • [Show abstract] [Hide abstract]
    ABSTRACT: Students read text through the sociocultural perspective from which they emerge. They interpret the text that is read through personal and cultural cues, through experiences acquired within a particular cultural context. When no cultural cues are familiar, students have difficulty identifying with and understanding literary text. In literacy-related activities, the meaning derived by one reader may differ drastically from the meaning gleaned by another. This article reports on a study designed to ascertain whether diverse students draw upon their sociocultural perspective during oral reading and during interpretive responses of literary text. Findings of this study suggest the need to make room for students’ personal interpretations of literary text as evidence of African American students’ engagement, metacognition, and draw upon sociocultural perspective. Discussion centers on the importance of sociocultural perspective in documenting reading performance and academic progress.
    Reading and Writing Quarterly 04/2012; 28(2):164-178. DOI:10.1080/10573569.2012.651077
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    ABSTRACT: Historically speaking, reading and writing among African Americans were collaborative acts involving a wide range of texts that held social, economic, political, or spiritual significance. One of the constants of literacy collaboratives was being regularly and purposefully engaged with print within a meaningful social context. During the summer of 2009 we reconstructed a communal approach to engage 12 adolescent males (ages 12–17) with reading and writing texts as we examined the sociocultural benefits of writing for these young males during a 5-week qualitative case study framed by a theory of Black literate lives and communities of practice. We offer that there may be a need to (re)theorize writing for African American adolescent males, particularly those who are underperforming in schools and who are experiencing incidents that produce vulnerability at a disproportionate rate.
    Reading and Writing Quarterly 04/2012; 28(2):123-142. DOI:10.1080/10573569.2012.651075
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    ABSTRACT: This article reports on a study that explored the relationship between reading proficiency and the cultural relevance of text for adolescent English language learners. The author presents a rubric that was used to help determine cultural relevance. Participants used this rubric to rate the cultural relevance of 2 stories. Although the stories were at the same reading level, the participants differed in their reading of each story. Data suggested that readers’ proficiency and comprehension were greater when they were reading the more culturally relevant story. The author discusses implications for text selection that supports the reading development of English learners.
    Reading and Writing Quarterly 04/2012; 28(2):179-198. DOI:10.1080/10573569.2012.651078
  • Reading and Writing Quarterly 04/2012; 28(2):121-122. DOI:10.1080/10573569.2012.651074
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    ABSTRACT: A decade ago, the subtractive schooling of many Latino youth in the United States resulted in a devaluing of cultural identity and heritage as resources to support learning. Today, educators are urged to revalue cultural resources toward literacy development. This study explores the experiences of Latina adolescent students as writers during an after-school writing project based in a culturally and linguistically responsive literacy instruction model. We report on the writing experiences of young women from diverse backgrounds as they examined issues of race, power, voice, and linguistic identity through the use of culturally authentic literature. Qualitative analyses of data from writing samples reveal (a) the process of Latina youth “authoring” themselves through writing and (b) the composing of meaning from a “transnational” perspective. We address implications for the education of minority youth.
    Reading and Writing Quarterly 04/2012; 28(2):143-163. DOI:10.1080/10573569.2012.651076