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

  • 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 comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to support the development of the new literacies of online reading comprehension among elementary and middle school students. Results suggest that peer collaboration was the primary means of strategy exchange and that students who were previously perceived as struggling readers became active in coaching, leading, and sharing new strategies. In effect, peer collaboration appeared to reconceptualize struggling readers' role in the classroom and set the context for greater engagement in literacy activities and investment in learning.
    Reading and Writing Quarterly 07/2012; 28(3):279-306. DOI:10.1080/10573569.2012.676431
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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
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    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
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    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: 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
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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
  • 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
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    ABSTRACT: We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students’ efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions.
    Reading and Writing Quarterly 01/2012; 28(1):70-96. DOI:10.1080/10573569.2012.632734