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Literacy Research and Instruction is a peer-reviewed journal published by Taylor & Francis, covering Reading and Literacy Development, Literacy, Media, and Education, Teacher Education and Leadership Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Literacy Research and Instruction 12 (3): 45–58.
Formats any DOI in Literacy Research and Instruction style. No sign-up. |
| Publishes research in | Reading and Literacy Development Literacy, Media, and Education Teacher Education and Leadership Studies Educator Training and Historical Pedagogy Writing and Handwriting Education |
| ISSN | 1938-8063 |
| Citation impact (2-yr) | 1.5 |
| h-index | 40 |
| i10-index | 200 |
| Total citations | 6,865 |
| Top institutions publishing here | Kent State University |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Reading fluency has traditionally been viewed as a goal of reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of reading fluency as a contributor to reading proficiency and difficulty among intermediate and middle grade students. We assessed reading fluency development among a…
In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 2006 Mohr, K. 2006. Children's choices for recreational reading: A three-part investigation of selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1): 181–104. [Google Scholar]; Smith & Wilhelm, 2002 Smith, M. and Wilhelm, J. 2002.…
This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while most teachers value reading as…
This study investigated the effects of reward proximity and choice of reward on the reading motivation of third-grade students as measured by indicators of task persistence. The major finding from this study was that students who were given a book as a reward and students who received no reward were more motivated to engage in…
Certainly a primary goal of literacy education is the creation of avid, enthusiastic, and highly motivated readers. However, in this article revisiting the Peter Effect (Applegate & Applegate, 2004), researchers surveyed more than 1,000 college sophomores and found strikingly low levels of enthusiasm for reading. Only 46.6% of surveyed students could be classified as Enthusiastic…
