Example of Journal of Literacy Research format
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Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format
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Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format Example of Journal of Literacy Research format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Journal of Literacy Research — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Language and Linguistics #30 of 879 up up by 41 ranks
Linguistics and Language #34 of 935 up up by 42 ranks
Education #127 of 1319 up up by 93 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 91 Published Papers | 386 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 11/06/2020
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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.255

20% from 2018

Impact factor for Journal of Literacy Research from 2016 - 2019
Year Value
2019 2.255
2018 1.886
2017 1.71
2016 1.107
graph view Graph view
table view Table view

4.2

14% from 2019

CiteRatio for Journal of Literacy Research from 2016 - 2020
Year Value
2020 4.2
2019 3.7
2018 2.6
2017 2.5
2016 2.7
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 20% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 14% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

2.283

26% from 2019

SJR for Journal of Literacy Research from 2016 - 2020
Year Value
2020 2.283
2019 1.813
2018 1.385
2017 1.115
2016 1.117
graph view Graph view
table view Table view

2.671

40% from 2019

SNIP for Journal of Literacy Research from 2016 - 2020
Year Value
2020 2.671
2019 1.905
2018 1.844
2017 1.908
2016 1.634
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 26% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 40% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Journal of Literacy Research

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SAGE

Journal of Literacy Research

The Journal of Literacy Research (JLR) is an interdisciplinary peer-reviewed journal that publishes research related to literacy, language, and literacy and language education from preschool through adulthood. JLR publishes research and scholarly papers, including original res...... Read More

Language and Linguistics

Linguistics and Language

Education

Arts and Humanities

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Last updated on
11 Jun 2020
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ISSN
1086-296X
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Impact Factor
High - 1.103
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1207/S15548430JLR3403_4
Limits of the Local: Expanding Perspectives on Literacy as a Social Practice
Deborah Brandt1, Katie Clinton1

Abstract:

This essay reflects on how the social practice model of literacy, an approach that defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy, making it hard to account fully for its workings in local contexts. We trace this theoretical blind spot to the ways that the social practic... This essay reflects on how the social practice model of literacy, an approach that defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy, making it hard to account fully for its workings in local contexts. We trace this theoretical blind spot to the ways that the social practice model was formulated as a challenge to the “Great Divide” or “autonomous” models of literacy. We suggest that in rejecting a conception of literacy as a deterministic force, the revisionists critique veers too far in a reactive direction. By exaggerating the power of local contexts to define the meaning and forms that literacy takes and by under-theorizing the potentials of the technology of literacy, methodological bias and conceptual impasses are created. To open new directions for literacy research we suggest more attention be paid to the material dimensions of literacy. Drawing on the work of Bruno LaTour (1993, 1996), we seek to theorize the transcontextualized and transcontext... read more read less

Topics:

Critical literacy (67%)67% related to the paper, Literacy (65%)65% related to the paper, Information literacy (61%)61% related to the paper, Social practice (60%)60% related to the paper
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629 Citations
Journal Article DOI: 10.1207/S15548430JLR3402_4
Effective Literacy Instruction for Adolescents
Donna E. Alvermann1

Abstract:

This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high schoo... This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high schoo... read more read less

Topics:

Critical literacy (71%)71% related to the paper, Literacy (67%)67% related to the paper, Information literacy (65%)65% related to the paper, Teaching method (51%)51% related to the paper
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489 Citations
open accessOpen access Journal Article DOI: 10.1080/10862968709547585
Learning to Read and Spell Words
Linnea C. Ehri1

Abstract:

Learning to read and spell words is a central part of becoming literate. During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by ... Learning to read and spell words is a central part of becoming literate. During text reading, most words are processed, and skilled readers are able to do this effortlessly. How they become skilled at processing graphic cues has been the focus of our research. Findings indicate that prereaders do not acquire graphic skill by learning to read signs and labels in their environment. Rather, mastery of letters is required. Whereas prereaders use visual or context cues to identify words, as soon as children move into reading they shift to letter-sound cues. Initially, words are read by accessing remembered associations between a few letters in spellings and sounds in pronunciations. Later, when decoding skill matures, complete spellings are analyzed as phonemic symbols for pronunciations and are stored in memory. Various studies indicate that having a visual picture of speech in memory is an important part of a person's information-processing equipment. Spellings may influence how words are pronounced, what so... read more read less

Topics:

Reading (process) (57%)57% related to the paper, Reading comprehension (54%)54% related to the paper, Learning to read (54%)54% related to the paper, Word recognition (52%)52% related to the paper
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406 Citations
Journal Article DOI: 10.1080/10862969809548000
Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds
Kathryn H. Au1

Abstract:

This theoretical review builds on the idea that social constructivism offers implications for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social con-structivist perspective may encourage literacy educators t... This theoretical review builds on the idea that social constructivism offers implications for reshaping schooling in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. A diverse social con-structivist perspective may encourage literacy educators to progress from a mainstream orientation toward a serious consideration of the significance of students' ethnicity, primary language, and social class to literacy learning. From a social constructivistperspective, 5 explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling. Incorporating these 5 explanations and building on the work of Cummins (1986, 1994), a conceptual framework for addressing the literacy achievement gap is proposed. This framework suggests that the school literacy learning of students of diverse backgrounds will be improved as educators address the g... read more read less

Topics:

Critical literacy (64%)64% related to the paper, Literacy (63%)63% related to the paper, Information literacy (60%)60% related to the paper, Social constructivism (54%)54% related to the paper, Multicultural education (52%)52% related to the paper
View PDF
400 Citations
Journal Article DOI: 10.1080/10862969409547862
Lessons from Research with Language-Minority Children:

Abstract:

Lupita, a third-grade student, pulled up a chair to a table and sat next to some classmates. She was doing research on the Sioux as part of a broader classroom project studying Native Americans, and had spent part of the morning selecting books from the school library with information about that cultural group. The students t... Lupita, a third-grade student, pulled up a chair to a table and sat next to some classmates. She was doing research on the Sioux as part of a broader classroom project studying Native Americans, and had spent part of the morning selecting books from the school library with information about that cultural group. The students themselves had selected Native Americans as the general topic of study and were doing independent and collaborative research on their particular groups of choice. Lupita had already written several questions about the Sioux that would serve to guide her study. These questions were all in Spanish, her first language; the books she selected were all in English, her rapidly evolving second language (Moll & Whitmore, 1993). Eventually, with some assistance from the teacher, for the texts were difficult, Lupita was able to read portions of the books that contained relevant information to answer her questions, and she translated the information into Spanish so that she could incorporate it later into an essay summarizing her findings. Her classmate, Yolanda, doing research on the Yaquis, had developed a questionnaire in Spanish to interview a teacher aide who is Yaqui and trilingual in Yaqui, Spanish, and English. She would also write her report in Spanish but other children chose English, for they had the option of using either language as needed to complete their tasks. In yet another activity within this same classroom, a group of children decided to read a set of story books the teacher had assembled about the topic of war and how they affect people's lives (Moll, Tapia, & Whitmore, 1993). As the children read the books and discussed them among themselves and with the teacher, they struggled in understanding realistic but fictional accounts of events about other people, at other places, and in other times. They borrowed from each other's experiences in making sense of the stories, relating them to their own lives, and evalu- read more read less

Topics:

First language (52%)52% related to the paper, School library (51%)51% related to the paper
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394 Citations
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Journal of Literacy Research format uses SageV citation style.

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Frequently asked questions

1. Can I write Journal of Literacy Research in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Journal of Literacy Research guidelines and auto format it.

2. Do you follow the Journal of Literacy Research guidelines?

Yes, the template is compliant with the Journal of Literacy Research guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Journal of Literacy Research?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Journal of Literacy Research citation style.

4. Can I use the Journal of Literacy Research templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Journal of Literacy Research.

5. Can I use a manuscript in Journal of Literacy Research that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Journal of Literacy Research that you can download at the end.

6. How long does it usually take you to format my papers in Journal of Literacy Research?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Journal of Literacy Research.

7. Where can I find the template for the Journal of Literacy Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Journal of Literacy Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Journal of Literacy Research's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Journal of Literacy Research an online tool or is there a desktop version?

SciSpace's Journal of Literacy Research is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Journal of Literacy Research?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Journal of Literacy Research?”

11. What is the output that I would get after using Journal of Literacy Research?

After writing your paper autoformatting in Journal of Literacy Research, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Journal of Literacy Research's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Journal of Literacy Research?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Journal of Literacy Research. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Journal of Literacy Research?

The 5 most common citation types in order of usage for Journal of Literacy Research are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Journal of Literacy Research?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Journal of Literacy Research's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Journal of Literacy Research in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Journal of Literacy Research Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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