Reading and Writing
Journal Data
| Type | JOURNAL |
|---|---|
| Publisher | Springer Netherlands (NL) |
| ISSN | 0922-4777 / 1573-0905 |
| Scopus | 22281 |
| Wikidata | Q15763433 |
| OpenAlex | S94640471 |
| Website | https://www.springer.com/journal/11145 |
| Total publications | 144 |
| Coverage period | 1990 - 2026 |
| Country | NL |
| Language | EN |
| Indexing | Scopus indexed |
| Cited by | 9 |
| SJR | 1.206 (Q1) |
| SNIP | 1.749 |
| CiteScore | 5.6 |
| h-index | 1 |
| Overton policy citations | 3 |
| Female authorship share | 64.4% |
This journal focuses on reading and writing, encompassing literacy, cognitive processes, and educational aspects. While linguistic anthropology may touch upon literacy, this venue's primary orientation is cognitive and educational psychology, placing it in a broader social science category with only occasional anthropological content
Education · Linguistics and Language · Neuropsychology and Physiological Psychology · Speech and Hearing · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Digital Accessibility for Disabilities · Discourse Analysis in Language Studies · Early Childhood Education and Development
A survey study of teacher preparation programs and writing methods instruction in the United States
This study seeks to understand the elements and manner of writing methods instruction (WMI) provided in elementary and special education teacher preparation program (TPP) courses at institutions of higher education across eight states. TPPs were selected based upon three criteria: (1) low, middle, or high performance on English language arts Common Core State Standards-aligned assessments; (2) geographic location across four quadrants of the Unit…
Managing inconsistency in adult spelling
Differential impact of pandemic-era kindergarten on oral language and early literacy in first grade
Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers
Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking pr…
From symmetry to asymmetry in sentence representation
The world’s languages exhibit a wide variety of reading and writing directions: scripts may run from left to right, as in German or English; from right to left, as in Arabic or Hebrew; from top to bottom, such as in Chinese or Japanese; or even from bottom to top, as in Tagbanwa (although this script is then read in horizontal rows). The directionality of a writing system is deeply embedded in the perceptual and motor routines of its users, shapi…
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
Integrating spelling with word reading instruction is commonly recommended. However, few studies have determined the unique effect of spelling activities on word reading skills for students with reading difficulties. Considering the limited time available for intervention and the fact that several words can be read in the time it takes to spell one, additional research is needed to optimize intervention time. We randomly assigned 68 students with…
Shifting dominance
This longitudinal study investigated the relative importance of various bilingual language skills predictors for English reading comprehension over time in Spanish–English bilingual children in elementary grades. We examined the contributions of phonological awareness (PA), morphological awareness (MA), syntactic awareness (SA), and vocabulary in both English and Spanish at two time points. Dominance analysis was used to examine the shifting patt…
Are teachers’ knowledge of language and literacy concepts and students’ reading performance reciprocally related?
Developmental relations of Spanish and English spelling in emergent bilinguals between grade 1 and grade 3
Mapping the association between reading engagement features in reading comprehension
Reading engagement is a multidimensional construct encompassing motivational, behavioural, and cognitive dimensions, each characterized by distinct features. Although prior research has identified associations among some of these features, few studies have examined them simultaneously or explored their interactions and joint relationships with reading comprehension. This gap limits our understanding of how multiple engagement-related variables ma…
Impact of a kindergarten multicomponent intervention on grade 1 spelling
The contributions of reading comprehension and component skills to writing quality and productivity in Grade 3 Chinese-speaking children
Reciprocal associations of oral language skills and word spelling within and across L1 Chinese and L2 English
Levenshtein distance contributes to analyzing spelling as a measure of lexical quality
Lexical quality, which includes the precision of the orthographic information in a person’s stored lexical representations, is often assessed using spelling tests. Productions are typically scored in a binary fashion, as either correct or incorrect. Such scoring treats errors that are closer to the correct spelling and errors that are more distant from the correct spelling as equally wrong. Levenshtein distance, a computer-scored metric that refl…
Teachers’ knowledge of language constructs for early reading instruction in Arabic
The differential effects of mathematical reasoning on macro and micro spatial term comprehension in young children
The effect of motor sequence on written word production of a new script moderated by script experience and visual complexity
Despite the rise of digital technologies, handwriting remains more effective than typing for learning visual forms and writing words. The visual analysis hypothesis suggests that displayed continuous movement trajectories benefit handwriting by encouraging detailed visual analysis of a script. Using Korean Hangul characters as novel visual forms, this study focused on the visuomotor component of written form reproduction, and examined the effecti…
Operationalization, validation, and universalization of the 2025 IDA definition of dyslexia
In October, 2025, following an international survey and review of the 2002 working definition of dyslexia, the International Dyslexia Association promulgated a revised definition stating that “ Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography... .. Underlying difficulties with phonological and morphological processin…
A proposal for adapting tiered models of support to foreign language writing instruction
The Multi-Tiered System of Support (MTSS) is a preventive framework that has demonstrated its effectiveness in early literacy instruction. However, its applicability to foreign language writing teaching has yet to be explored. The present study aims to address this educational shortcoming. A total of 132 students from fourth, fifth, and sixth grades of primary education were asked to write a narrative in English as a foreign language (EFL). The t…
Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development
This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although …
Spelling performance of Greek–speaking adolescents with developmental dyslexia and co-occurring language difficulties
This study investigated spelling performance in Greek-speaking adolescents with Developmental Dyslexia (DD–only) and those with Developmental Dyslexia and co-occurring language difficulties (DD+coLD), compared to typically developing (TD) peers, matched on chronological age (CA) and reading age (RA). A total of 98 participants (20 DD–only, 14 DD+coLD, 34 CA, 30 RA) completed measures of fluid reasoning, reading fluency, expressive vocabulary, mor…
Emotion transmission in the home literacy environment
The current study examines the associations between parents’ reading enjoyment and adolescents’ reading enjoyment within the home literacy environment, with particular attention to the mediating roles of parental reading support and adolescents’ reading self-concept. Structural equation modeling was conducted using data from PISA 2018, based on a representative sample of 6037 15-year-old students from 152 schools in Hong Kong. The results indicat…
A morpho-orthographic pattern intervention for first-grade Arabic readers
Unique predictors of cognitive-linguistic skills in English word reading through online assessment
Successful readers of English must integrate their knowledge of word sounds (phonological awareness), meaning (morphosyntactic knowledge), and printed form (orthographic knowledge). Although various cognitive-linguistic skills are recognized as critical predictors of word reading, relatively little attention has been given to how these skills can be assessed online. To support English learners in various contexts, this study aimed to validate an …
AI-assisted dynamic assessment design in lexical inference and reading comprehension
The simple view of reading
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Inference making ability and its relation to comprehension failure in young children
The relation between reading ability and morphological skills
Awareness of the structure and meaning of morphologically complex words
Reading ability and sensitivity to morphological relations
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Development of morphological awareness in Chinese and English
Spoken vocabulary growth
Why is letter-name knowledge such a good predictor of learning to read?
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners
Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children
Knowledge foundations for teaching reading and spelling
A not-so-simple view of reading
Children’s morphological awareness and reading ability
A survey study of teacher preparation programs and writing methods instruction in the United States
This study seeks to understand the elements and manner of writing methods instruction (WMI) provided in elementary and special education teacher preparation program (TPP) courses at institutions of higher education across eight states. TPPs were selected based upon three criteria: (1) low, middle, or high performance on English language arts Common Core State Standards-aligned assessments; (2) geographic location across four quadrants of the Unit…
Managing inconsistency in adult spelling
Differential impact of pandemic-era kindergarten on oral language and early literacy in first grade
Examining the contribution of segmental, suprasegmental, and non-linguistic skills to early word reading in Spanish-speaking preschoolers
Suprasegmental phonology, encompassing the rhythmic elements of spoken language, plays a significant role in early reading acquisition. Despite growing evidence of its importance, the relationships among suprasegmental and segmental phonological skills, non-linguistic rhythmic abilities and early reading development remain insufficiently specified. The present study examines how these skills contribute to early word reading in Spanish-speaking pr…
From symmetry to asymmetry in sentence representation
The world’s languages exhibit a wide variety of reading and writing directions: scripts may run from left to right, as in German or English; from right to left, as in Arabic or Hebrew; from top to bottom, such as in Chinese or Japanese; or even from bottom to top, as in Tagbanwa (although this script is then read in horizontal rows). The directionality of a writing system is deeply embedded in the perceptual and motor routines of its users, shapi…
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
Integrating spelling with word reading instruction is commonly recommended. However, few studies have determined the unique effect of spelling activities on word reading skills for students with reading difficulties. Considering the limited time available for intervention and the fact that several words can be read in the time it takes to spell one, additional research is needed to optimize intervention time. We randomly assigned 68 students with…
Shifting dominance
This longitudinal study investigated the relative importance of various bilingual language skills predictors for English reading comprehension over time in Spanish–English bilingual children in elementary grades. We examined the contributions of phonological awareness (PA), morphological awareness (MA), syntactic awareness (SA), and vocabulary in both English and Spanish at two time points. Dominance analysis was used to examine the shifting patt…
Are teachers’ knowledge of language and literacy concepts and students’ reading performance reciprocally related?
Developmental relations of Spanish and English spelling in emergent bilinguals between grade 1 and grade 3
Mapping the association between reading engagement features in reading comprehension
Reading engagement is a multidimensional construct encompassing motivational, behavioural, and cognitive dimensions, each characterized by distinct features. Although prior research has identified associations among some of these features, few studies have examined them simultaneously or explored their interactions and joint relationships with reading comprehension. This gap limits our understanding of how multiple engagement-related variables ma…