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Reading Psychology is a peer-reviewed journal published by Taylor & Francis, covering Reading and Literacy Development, Educational Strategies and Epistemologies, Cognitive and developmental aspects of mathematical skills.
| 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." Reading Psychology 12 (3): 45–58.
Formats any DOI in Reading Psychology style. No sign-up. |
| Publishes research in | Reading and Literacy Development Educational Strategies and Epistemologies Cognitive and developmental aspects of mathematical skills Writing and Handwriting Education Child Development and Digital Technology |
| ISSN | 0270-2711 |
| Citation impact (2-yr) | 1.19 |
| h-index | 70 |
| i10-index | 503 |
| Total citations | 21,852 |
| Top institutions publishing here | Texas A&M 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.
The “Simple View of Reading” proposes that reading comprehension could be predicted by the product of decoding and linguistic comprehension. A somewhat modified version of this model suggests that the relationship between decoding and linguistic comprehension should be additive rather than multiplicative. This research is comprised of two studies. The first study compared the efficacy…
This paper provides a review of current research on the relevance of morphological awareness to reading and reading instruction. On the assumption that many educators are relatively unfamiliar with morphology, children’s development of awareness of the morphemic structure of words is discussed, as is the need for children to learn strategies that will help them…
This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the Woodcock–Johnson III Tests…
Sixty-five 6-year-olds (first graders) from different sociocultural backgrounds and their mothers participated in a study examining children's motivation for reading in relation to parental beliefs and home literacy experiences. Each child completed an individually administered Motivations for Reading Scale that assessed several theoretical dimensions of reading motivation, including enjoyment/interest in reading, perceived competence as a…
A critical review was conducted to determine the influence background knowledge has on the reading comprehension of primary school-aged children. We identified twenty-three studies that met our criteria and focused on the links between background knowledge and reading comprehension of children in the mid to late primary years. Review findings highlight that higher levels of…
