Reading and Writing (South Africa)

Aims & Scope

Reading & Writing is an open access, peer reviewed inter-disciplinary and inter-professional scholarly journal that explores how literacy is defined, enacted and promoted in a range of institutional, socio-cultural and disciplinary contexts', particularly within Africa and other developing countries. The journal publishes original articles that provoke debate, explores issues and posit solutions about literacy interventions, practices and education.

It focusses on and relates to transnational and translocal literacies associated with immigrants and mobile people in African settings.

The aim is to design literacy practices in education to stimulate community based socio-economic transformation and development in Africa. The journal offers the breadth of outlook to promote interdisciplinary and multi-disciplinary approaches that can stretch and invigorate our sense of what concepts and approaches are productive in the field of literacy education.  

Metrics & Ranking

Abstracting & Indexing

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

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)
• Web of Science

Subjects & Keywords

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

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Copyright url
• Plagiarism url
• Preservation url
• Apc url
• License

Plagiarism Policy

This journal follows a plagiarism policy. All submitted manuscripts are screened using reliable plagiarism detection software to ensure originality and academic integrity. Authors are responsible for proper citation and acknowledgment of all sources, and any form of plagiarism, including self-plagiarism, will not be tolerated.

For more details, please refer to our official: Plagiarism Policy.

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Social Sciences, ensuring accessibility and quality in research dissemination.

This journal requires an Article Processing Charge (APC) to support open access publishing, covering peer review, editing, and distribution. The current APC is 14,720.00 ZAR. Learn more.

Explore journals without APCs for alternative publishing options.

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.

• Finding the plot in South African reading education

  Citation: 33

  Authors: Peter, Sandra

• Using a translanguaging approach in teaching paraphrasing to enhance reading comprehension in first-year students

  Citation: 22

  Authors: Vimbai

• Digital literacy: The quest of an inclusive definition

  Citation: 19

  Authors: James K.

• The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

  Citation: 19

  Authors: Naomi A.N.Y.

• Mother-tongue education in a multilingual township: Possibilities for recognising lok’shin lingua in South Africa

  Citation: 16

  Authors: Rockie

• Factors affecting Grade 6 learners’ reading performance in a rural school in Maluti, South Africa

  Citation: 15

  Authors: Madoda, Tsielo, Jay, Itani P., Marius

• Navigating the unbeaten track from digital literacy to digital citizenship: A case of university students in South Africa’s Eastern Cape province

  Citation: 15

  Authors: Sam, Liezel, Willie

• Word recognition strategies amongst isiXhosa/English bilingual learners: The interaction of orthography and language of learning and teaching

  Citation: 14

  Authors: Tracy, Mark

• Reading is very important, but...: Taking stock of South African student teachers’ reading habits

  Citation: 14

  Authors: Nicole

• Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

  Citation: 13

  Authors: Madoda