Reading and Writing

Aims & Scope

Reading and writing skills are fundamental to literacy.

Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education.

The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals.

This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own.

Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines.

The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.2
2024	2.00

SJR (SCImago Journal Rank)

Year	Value
2024	1.168

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	98

Journal Rank

Year	Value
2024	3722

Journal Citation Indicator

Year	Value
2024	1045

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Health Professions, Psychology and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• The simple view of reading

  Citation: 1923

  Authors: Wesley A., Philip B.

• Awareness of the structure and meaning of morphologically complex words: Impact on reading

  Citation: 720

  Authors: Joanne F.

• Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia

  Citation: 500

  Authors: Patricia Greig, Maryanne

• Inference making ability and its relation to comprehension failure in young children

  Citation: 455

  Authors: Kate, Jane V.

• A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story

  Citation: 313

  Authors: Gene, Ashley

• Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages

  Citation: 309

  Authors: Esther, Linda S.

• Lower-level developmental skills in beginning writing

  Citation: 289

  Authors: Virginia, Cheryl, Ana, Judith, Elizabeth, Robert

• Children’s morphological awareness and reading ability

  Citation: 266

  Authors: John R., S. Hélène, Peter N., Leah, Lesly, Rauno

• Why is letter-name knowledge such a good predictor of learning to read?

  Citation: 264

  Authors: Jean

• Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability

  Citation: 262

  Authors: Amanda C., Jamie L., Victoria M.

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