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The Reading Teacher is a peer-reviewed journal published by Wiley, covering Reading and Literacy Development, Education and Technology Integration, Literacy, Media, and Education.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." The Reading Teacher 12 (3): 45–58.
Formats any DOI in The Reading Teacher style. No sign-up. |
| Publishes research in | Reading and Literacy Development Education and Technology Integration Literacy, Media, and Education Educational Methods and Media Use Education and Critical Thinking Development |
| ISSN | 0034-0561 |
| Citation impact (2-yr) | 1.32 |
| h-index | 100 |
| i10-index | 1,659 |
| Total citations | 73,667 |
| Article processing charge | $2,500 |
| Top institutions publishing here | Michigan State University |
| Journal website | onlinelibrary.wiley.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 terms reading skill and reading strategy are central to how we conceptualize and teach reading. Despite their importance and widespread use, the terms are not consistently used or understood. This article examines the current and historical uses of the terms, defines them, and describes their differences, similarities, and relationships. Implications for teaching reading skills…
Prior knowledge is extremely impor tant in influencing how we interpret what we read and what we learn from reading (Anderson, 1977). To read well, we must access the knowledge we already have about the topic, or make it available appropriately so that comprehension can occur (Anderson and Pichert, 1978; Bransford, 1983). Despite the research…
A deep, developmental construct and definition of fluency, in which fluency and reading comprehension have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has moved from being “the neglected aspect…
In 1762, philosopher Rousseau specu lated that any method of teaching reading would suffice given adequate motivation on part of learner. While present-day educators might resist such a sweeping pro nouncement, importance of attitude is nev ertheless widely recognized. The Commission on Reading in its summary of research (An derson, Hiebert, Scott, & Wilkinson, 1985)…
