Reading and Writing Quarterly (Read Writ Q)

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: 0.70

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 1057-3569
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: The use of curriculum-based measurement (CBM) for screening is well established, but there has been less research regarding the technical adequacy of written expression CBM (WE-CBM) for screening and the utility of this type of measure when used with students with diverse language backgrounds. The purpose of this study was to examine the validity and diagnostic accuracy of various WE-CBM indicators for 139 4th-grade students from diverse language backgrounds (89 native English-speaking students, 19 English language learners, and 31 Monitored students). We examined the validity of WE-CBM with the statewide writing achievement test and studied the diagnostic accuracy of WE-CBM for determining students at risk using receiver-operating characteristic curves. Results suggest that WE-CBM varies in validity and diagnostic accuracy across students and depending on the WE-CBM scoring indicator used. Additional research on the use of WE-CBM, particularly with diverse groups of students, is greatly needed.
    No preview · Article · Mar 2016 · Reading and Writing Quarterly

  • No preview · Article · Jan 2016 · Reading and Writing Quarterly
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    ABSTRACT: Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers’ students (n = 416). We observed teachers’ instruction and assessed students on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. We observed no change for vocabulary. The results have implications for supporting teacher effectiveness through technology-supported professional development.
    No preview · Article · Dec 2015 · Reading and Writing Quarterly
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    ABSTRACT: The goal of this study was to examine the extent to which the content and recommendations in recently published early language and literacy methods textbooks may support early childhood teachers in learning to provide vocabulary instruction for young children. We completed a content analysis of 9 textbooks with coding at the sentence level. Although coverage of vocabulary ranged broadly across textbooks, overall this analysis revealed that only 3.5% of the content in these textbooks addressed vocabulary. The primary instructional method for vocabulary suggested in these textbooks was introducing word meanings to children. There was little coverage of word selection, review and practice, or progress monitoring of vocabulary. Few sentences addressed implicit supports for vocabulary development such as creating a high-quality oral language environment. These findings suggest that early language and literacy methods textbooks provide limited supports for early childhood teachers in learning to provide vocabulary instruction for young children.
    No preview · Article · Dec 2015 · Reading and Writing Quarterly
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    ABSTRACT: The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than their English-proficient peers. This study compared 2 methods of vocabulary instruction: extended vocabulary instruction and embedded vocabulary instruction. Teachers implemented both approaches in the context of interactive shared reading, in which teachers and students read and discussed informational text. A total of 30 teachers in 18 schools and 509 third- and fourth-grade Spanish-speaking ELLs in a large, high-poverty district in the southwestern United States participated. Findings indicate that although extended instruction was the more effective approach, embedded instruction also helped ELLs acquire general academic and domain-specific vocabulary—an important finding, given that embedded instruction requires considerably less instructional time.
    No preview · Article · Dec 2015 · Reading and Writing Quarterly
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    ABSTRACT: In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in Grade 1 and 5 students in Grade 2 (N = 11), all of whom were failing to meet grade-level reading benchmarks. We delivered the intervention in small, grade-based groups for 35 min 4 times per week for 4 months. Pretest and posttest performance on the Woodcock Reading Mastery Tests-Third Edition using grade-based standard scores indicated significant improvement on the Total Reading cluster (p = .0017, d = 1.23) and the following subtests: Oral Reading Fluency (p = .0095, d = 1.21), Word Attack (p = .0064, d = 0.89), Passage Comprehension (p = .0207, d = 0.66), and Word Identification (p = .0245, d = 0.93). We discuss implications for practice and future research. 2015
    No preview · Article · Dec 2015 · Reading and Writing Quarterly
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    ABSTRACT: Textbooks are heavily used in secondary-level content area classes, but previous research has identified numerous challenges for students associated with reading and understanding these texts. While students can learn reading strategies that help them better understand text, it is unclear the extent to which textbooks are written to promote or hinder the use of those strategies. The current study systematically coded and analyzed characteristics of current editions of middle school social studies textbooks from four major textbook publishers (N = 14). Findings suggest that there continue to be limitations inherent to textbooks that have the potential to “thwart comprehension,” and supplemental instruction will be required in order for students to learn. However, findings also reveal that contemporary textbooks contain features that “support comprehension,” which teachers may utilize to assist students with comprehension rather than augmenting with separate instructional materials. Implications for instruction, student learning, and textbook adoption are discussed. 2015
    No preview · Article · Dec 2015 · Reading and Writing Quarterly
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    ABSTRACT: The purpose of this study was to examine 4 early writing measures used to monitor the early writing progress of 1st-grade students. We administered the measures to 23 1st-grade students biweekly for a total of 16 weeks. We obtained 3-min samples and conducted analyses for each 1-min increment. We scored samples using 2 different methods: correct sequences and correct-minus-incorrect sequences. Delayed alternate-forms reliability was strong for the 3-min increment. We established concurrent criterion validity using the Test of Early Written Language–2 as well as teacher ratings of writing proficiency. We analyzed growth using hierarchical linear modeling, which suggested that all 4 measures were sensitive to biweekly growth. We discuss the results in terms of technical adequacy, utility of the measures, and the ability of the measures to serve as indicators of progress in early writing skills. 2015
    No preview · Article · Dec 2015 · Reading and Writing Quarterly
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    ABSTRACT: This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete–representational–abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across participants. We established a functional relation in the teaching of 1 type of fraction word problem between the intervention and participants’ ability to successfully solve word problems. We then replicated the functional relation in the teaching of a 2nd type of fraction word problem. All participants reached grade-level mastery on both types of word problems, maintained skills after the intervention ended, and were able to solve near transfer problems. We discuss the findings and their implications for research and classroom practice.
    No preview · Article · Jul 2015 · Reading and Writing Quarterly
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    ABSTRACT: The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students’ immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A descriptive analysis of these data showed that the students overwhelmingly rated the passages positively and preferred most the stories that they personally identified with, followed by those considered to be altruistic and/or fun. Passages that helped them to learn something also received positive ratings. We discuss these findings in terms of their implications for literacy development.
    No preview · Article · Mar 2015 · Reading and Writing Quarterly
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    ABSTRACT: This study examined the effectiveness of a multisensory phonics-based reading remediation program for adolescent delinquents classified as poor readers living at a residential treatment center. We used a pretest-posttest control group design with random assignment. The treatment group participated in a 30-hr multisensory phonics reading intervention over a period of 8 weeks; the control group received standard reading instruction. Both groups completed pretest and posttest norm-referenced reading measures to assess changes in reading skills. The treatment group showed significantly greater improvement than the control group, with large effect sizes. Participants with higher preintervention reading scores and those with a higher verbal IQ responded more favorably to the reading intervention. We address the implications and limitations of this study.
    No preview · Article · Mar 2015 · Reading and Writing Quarterly
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    ABSTRACT: Writing plays an important role in young adults’ lives. It is tied to academic achievement and also provides young adults with a voice in social interactions, a way to express their feelings, and an opportunity to reflect on life events. This study explores the writing practices of 2 adolescent girls: Suzanne and Molly. On multiple occasions they had been suspended from school, attended an alternative school, and both had been incarcerated. Suzanne and Molly identified themselves as writers, as their personal writing served as a coping mechanism, a tool for communication, and a way to voice their lived experiences. Despite the power of writing in their lives, their in-school writing instruction was almost nonexistent.
    No preview · Article · Mar 2015 · Reading and Writing Quarterly
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    ABSTRACT: The purpose of this article is twofold: (a) to describe a structured literature review that was completed to determine how reading comprehension instruction has been studied with high-functioning children with autism spectrum disorder (ASD) and (b) to provide insight into the reading strategies that teachers might use to support these children. It addresses the following research questions: What reading comprehension studies with high-functioning children with ASD were completed between 1990 and 2012? And which teaching methods or strategies were tested between 1990 and 2012 to improve the reading comprehension skills of high-functioning children with ASD? The U. S. Department of Education reports that much research has been conducted over the past 20 years that addresses ways to remediate reading difficulties, but little research has been completed with high-functioning children with ASD. There is a gap in the research. Studies that test reading strategies are especially important because the number of children with ASD is increasing: The Centers for Disease Control and Prevention just reported that 1 in 50 children were diagnosed with ASD in 201310. Centers for Disease Control and Prevention. (2013). Autism spectrum disorders: Data and statistics. Retrieved from http://www.cdc.gov/ncbddd/autism/data.html#prevalenceView all references.
    No preview · Article · Mar 2015 · Reading and Writing Quarterly