Reading and Writing Quarterly

Aims & Scope

Reading and Writing Quarterly provides direction for educating preschool through grade twelve students for literacy.

It disseminates critical information to improve instruction for regular and special education students who have or who are at-risk for having difficulty learning to read and write.

Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings.

It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas.

Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.2
2024	1.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.806

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	45

Journal Rank

Year	Value
2024	6715

Journal Citation Indicator

Year	Value
2024	263

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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 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.

• SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE

  Citation: 655

  Authors: Frank

• THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM

  Citation: 629

  Authors: Elizabeth A., Paul R.

• Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling

  Citation: 443

  Authors: Dale H., Barry J.

• SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION

  Citation: 410

  Authors: Dale H.

• The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review

  Citation: 326

  Authors: Mary J

• MOTIVATING STRUGGLING READERS IN MIDDLE SCHOOL THROUGH AN ENGAGEMENT MODEL OF CLASSROOM PRACTICE

  Citation: 231

  Authors: John T., Marcia H.

• AUTOMATICITY AND READING: PERSPECTIVES FROM THE INSTANCE THEORY OF AUTOMATIZATION

  Citation: 180

  Authors: Gordon D.

• PHASES OF WORD LEARNING: IMPLICATIONS FOR INSTRUCTION WITH DELAYED AND DISABLED READERS

  Citation: 166

  Authors: Linnea C., Sandra

• The Complex Nature of Reading Fluency: A Multidimensional View

  Citation: 154

  Authors: Roxanne F., Paige C., Holly B., Joseph K.

• READING DIFFICULTIES, READING-RELATED SELF-PERCEPTIONS, AND STRATEGIES FOR OVERCOMING NEGATIVE SELF-BELIEFS

  Citation: 119

  Authors: James W., William E.

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