期刊名称：READING AND WRITING
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ISSN： | 0922-4777
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出版频率： | Monthly
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出版社： | SPRINGER, VAN GODEWIJCKSTRAAT 30, DORDRECHT, NETHERLANDS, 3311 GZ
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出版社网址： | http://www.springer.com/
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期刊网址： | http://www.springerlink.com/content/100333/
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影响因子： |
2.870 (2020年)
1.942(2018年)
1.837(2017年)
1.489(2016年)
1.308(2015年)
1.634(2014年)
1.331(2013年)
1.163 (2012年)
1.444(2011年)
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| 主题范畴： | EDUCATION & EDUCATIONAL RESEARCH; PSYCHOLOGY, EDUCATIONAL |
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Description
Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.
Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, case studies and book reviews. The journal also publishes short articles and pilot reports with preliminary results.
Reading and Writing is one of the most highly cited journals in Education and Educational Research according to Thomson/ISI. Between 2001 and 2005, the journal had an impact factor of 3.85, making it the third highest within its category for this time frame. http://www.in-cites.com/research/2006/may_22_2006-1.html
Abstracted/Indexed in:
Current Contents / Social & Behavioral Sciences, Education Index, ERIC System Database, Linguistics Abstracts, MLA International Bibliography, Psyc-INFO, Psychological Abstracts, SCOPUS, Social Science Citation Index, Wilson Education Abstracts
Instructions to Authors
Manuscript submission
Manuscript Submission
Submission of a manuscript implies: that the work described has not been published before; that it is not under consideration for publication anywhere else; that its publication has been approved by all co-authors, if any, as well as by the responsible authorities ?tacitly or explicitly ?at the institute where the work has been carried out. The publisher will not be held legally responsible should there be any claims for compensation.
Permissions
Authors wishing to include figures, tables, or text passages that have already been published elsewhere are required to obtain permission from the copyright owner(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Online Submission
Authors should submit their manuscripts online. Electronic submission substantially reduces the editorial processing and reviewing times and shortens overall publication times. Please follow the hyperlink “Submit online?on the right and upload all of your manuscript files following the instructions given on the screen.
Editorial Board
Editorial Board
Editor:
R. Malatesha Joshi
Texas A&M University, College Station, USA
Associate Editor:
William Tunmer
Massey University, Palmerston North, New Zealand
Editorial Board:
P.G. Aaron, School of Education, Indiana State University, USA; Linda Allal, Facult?de psychologie et des sciences de l'éducation, Universit?de Genève, Switzerland; Patricia Bowers, Dept. of Psychology, University of Waterloo, Canada; Peter E. Bryant, Dept. of Experimental Psychology, University of Oxford, UK; Brian Byrne, Dept. of Psychology, University of New England, Australia; Marketa Caravolas, School of Psychology, University of Liverpool, UK; Joanne F. Carlisle, Communicative Disorders Clinic, University of Michigan, USA; Max Coltheart, Macquarie Center for Cognitive Science, Macquarie University, Australia; Anne Cunningham, Cognition and Development, University of California, Berkeley, USA; Linnea Ehri, Dept. of Educational Psychology, CUNY Graduate School, USA; Rebecca Felton, Dept. of Neurology, Bowman Gray School of Medicine, USA; Usha Goswami, Faculty of Education, University of Cambridge, UK; Connie Suk-Han Ho, Dept. of Psychology, University of Hong Kong, Hong Kong; Charles Hulme, Dept. of Psychology, University of York, UK; George Hynd, School of Education, Purdue University, USA; Ronald T. Kellogg, Dept. of Psychology, St. Louis University, USA; Keiko Koda, Dept. of Modern Languages, Carnegie-Mellon University, USA; Karin Landerl, Dept. of Psychology, University of Tübingen, Germany; C.K. Leong, College of Education, University of Saskatchewan, Canada; Ingvar Lundberg, Dept. of Psychology, Göteborg University, Sweden; Prakash Padakannaya, Dept. of Psychology, University of Mysore, India; Bruce Pennington, Dept. of Psychology, University of Denver, USA; Dorit Ravid, Dept. of Communication Disorders, Tel Aviv University, Israel; Pieter Reitsma, Paedological Institute, Free University Amsterdam, The Netherlands; Mark Sadoski, Dept. of TLAC, Texas A&M University, USA; Javier S. Sainz, Facultad de Psicología, Universidad Complutense de Madrid, Spain; Linda Siegel, Education and Counselling Psychology, University of British Columbia, Canada; Catherine E. Snow, Graduate School of Education, Harvard University, USA; Keith E. Stanovich, Ontario Institute for Studies in Education, University of Toronto, Canada; Bruce Thompson, Dept. of Educational Psychology, Texas A&M University, USA; Liliana Tolchinsky, Dept. of Linguistics, University of Barcelona, Spain; Rebecca Treiman, Psychology Dept., Washington University in St. Louis, USA; Jyotsna Vaid, Dept. of Psychology, Texas A&M University, USA; Connie K. Varnhagen, Dept. of Psychology, University of Alberta, Canada; Sharon Vaughn, Dept. of Special Education, University of Texas, USA; Frank R. Vellutino, Child Research and Study Center, SUNY at Albany, USA; Lesly Wade-Woolley, Faculty of Education, Queen's University, Canada..
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