Journal of Research in Reading

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2529

中科院SCI期刊分区 WOS期刊分区历年影响因子历年发表同类期刊

影响因子：

ISSN：

print: 0141-0423
on-line: 1467-9817

研究领域：

Multiple

自引率：

0.00%

Gold OA文章占比：

28.09%

原创研究文献占比：

93.94%

SCI收录类型：

Social Science Citation Index (SSCI) || Scopus (CiteScore)

期刊官网：

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9817

期刊介绍英文：

Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.

CiteScore：

CiteScore	SJR	SNIP	CiteScore排名
4.5	1.133	1.576	学科排名百分位大类：Psychology 小类：Psychology (miscellaneous) 15 / 97 85% 大类：Social Sciences 小类：Education 316 / 1543 79% 大类：Psychology 小类：Developmental and Educational Psychology 106 / 360 70%

发文信息

中科院SCI期刊分区

大类	小类	TOP期刊	综述期刊
2区教育学	3区教育学和教育研究 EDUCATION & EDUCATIONAL RESEARCH 3区心理学：教育 PSYCHOLOGY, EDUCATIONAL	否	否

WOS期刊分区

学科分类
Q2EDUCATION & EDUCATIONAL RESEARCH Q3PSYCHOLOGY, EDUCATIONAL

历年影响因子

2021年	2.7920
2022年	2.7000
2023年	2.0000

历年发表

2012年	32
2013年	38
2014年	28
2015年	27
2016年	32
2017年	43
2018年	40
2019年	27
2020年	47
2021年	44
2022年	38

投稿信息

出版国家(地区)：

United Kingdom

出版商：

Wiley-Blackwell

PubMed链接：

http://www.ncbi.nlm.nih.gov/nlmcatalog?term=0141-0423%5BISSN%5D

Journal of Research in Reading - 最新文献

What we have learned about learning to read in a digital age and children's contemporary reading experiences

Pub Date : 2024-09-23 DOI: 10.1111/1467-9817.12472 S. Hélène Deacon, Xi Chen, Diana Burchell

Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review

Pub Date : 2024-08-13 DOI: 10.1111/1467-9817.12471 Meryem S. Üstün-Yavuz, Rose Brooks, Silke Fricke, Jenny Thomson

Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults

Pub Date : 2024-08-13 DOI: 10.1111/1467-9817.12470 Andrea Salins, Linda Cupples, Greg Leigh, Anne Castles

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