Example of Literacy Research and Instruction format
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open access Open Access

Literacy Research and Instruction — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Linguistics and Language #189 of 935 down down by 76 ranks
Education #651 of 1319 down down by 308 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 76 Published Papers | 106 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 15/06/2020
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Related Journals

open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 4.8
SJR: 1.269
SNIP: 1.936
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 2.9
SJR: 1.067
SNIP: 1.1
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.1
SJR: 1.223
SNIP: 1.552
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 1.3
SJR: 0.225
SNIP: 1.029

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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

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.

1.4

7% from 2019

CiteRatio for Literacy Research and Instruction from 2016 - 2020
Year Value
2020 1.4
2019 1.5
2018 1.6
2017 1.8
2016 1.7
graph view Graph view
table view Table view

0.589

2% from 2019

SJR for Literacy Research and Instruction from 2016 - 2020
Year Value
2020 0.589
2019 0.575
2018 0.8
2017 0.45
2016 0.484
graph view Graph view
table view Table view

1.018

69% from 2019

SNIP for Literacy Research and Instruction from 2016 - 2020
Year Value
2020 1.018
2019 0.601
2018 1.092
2017 1.173
2016 0.941
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 7% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 2% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 69% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Literacy Research and Instruction

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Taylor and Francis

Literacy Research and Instruction

Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and alli...... Read More

Linguistics and Language

Education

Social Sciences

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Last updated on
15 Jun 2020
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ISSN
1938-8071
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Impact Factor
High - 1.095
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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
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, 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. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/19388076709556976
Reading: A psycholinguistic guessing game
Kenneth S. Goodman1

Abstract:

In phonic centered approaches to reading, the preoccupation is with precise letter identifi cation. In word-centered approaches, the focus is on word identifi cations. Known words are sight words, precisely named in any setting. In phonic centered approaches to reading, the preoccupation is with precise letter identifi cation. In word-centered approaches, the focus is on word identifi cations. Known words are sight words, precisely named in any setting. read more read less

Topics:

Reading (process) (58%)58% related to the paper, Psycholinguistics (54%)54% related to the paper, Miscue analysis (51%)51% related to the paper, Focus (linguistics) (50%)50% related to the paper
View PDF
1,824 Citations
Journal Article DOI: 10.1080/19388070802468715
Reading Fluency: More than Automaticity? More than a Concern for the Primary Grades?.
Timothy V. Rasinski1, Andrew Rikli, Susan Johnston

Abstract:

Reading fluency has traditionally been viewed as a goal of reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of reading fluency as a contributor to reading proficiency and difficulty among intermediate and middle grade students. We assessed reading flu... Reading fluency has traditionally been viewed as a goal of reading that is taught and mastered in the elementary grades. In this article we challenge that notion by exploring the role of reading fluency as a contributor to reading proficiency and difficulty among intermediate and middle grade students. We assessed reading fluency development among a large number of third-, fifth-, and seventh-grade students, using prosody (expressiveness in oral reading) rather than reading rate (word recognition automaticity) as a measure of reading fluency. We found moderately strong correlations between fluency and silent reading comprehension as measured by a standardized achievement test at all three grade levels. Our findings suggest that reading fluency appears to be a significant variable in upper elementary and middle grade students' reading. Moreover, the findings add to mounting evidence that prosody is an important component in the full manifestation of reading fluency. Both components of fluency, automaticity... read more read less

Topics:

Fluency (64%)64% related to the paper, Reading comprehension (62%)62% related to the paper, Reading (process) (57%)57% related to the paper
224 Citations
Journal Article DOI: 10.1080/19388070902803795
Reading Motivation: Exploring the Elementary Gender Gap
Barbara A. Marinak1, Linda B. Gambrell2

Abstract:

In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 2006; Smith & Wilhelm, 2002) and organizations (The Education Alliance, 2007) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on ... In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 2006; Smith & Wilhelm, 2002) and organizations (The Education Alliance, 2007) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average achieving readers. Specifically, 288 third-grade average readers were studied. Two constructs consistent with expectancy-value theory (Eccles, 1983), self-concept as a reader and value of reading, were examined. The results suggest that third-grade boys and girls who are average readers are equally self-confident about their reading ability; however, boys value reading less than girls. This finding sheds new light on the complexities of motivation and gender differences. read more read less

Topics:

Reading motivation (63%)63% related to the paper, Reading (process) (58%)58% related to the paper, Self-concept (50%)50% related to the paper
175 Citations
Journal Article DOI: 10.1080/19388070701749546
Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text?
Barbara A. Marinak1, Linda B. Gambrell2

Abstract:

This study investigated the effects of reward proximity and choice of reward on the reading motivation of third-grade students as measured by indicators of task persistence. The major finding from this study was that students who were given a book as a reward and students who received no reward were more motivated to engage i... This study investigated the effects of reward proximity and choice of reward on the reading motivation of third-grade students as measured by indicators of task persistence. The major finding from this study was that students who were given a book as a reward and students who received no reward were more motivated to engage in subsequent reading than students who received a token reward. The results of the present study revealed that the proximity of the reward to the desired behavior is a particularly salient factor in enhancing reading motivation. In this study, books were less undermining to intrinsic motivation than token rewards. The major implication is that carefully chosen rewards can foster a culture of reading motivation. read more read less

Topics:

Overjustification effect (68%)68% related to the paper, Reading motivation (63%)63% related to the paper
115 Citations
Journal Article DOI: 10.1080/19388070802443700
Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices.
Sharon S. McKool1, Suzanne Gespass1

Abstract:

This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Result... This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while most teachers value reading as a leisure time activity, only about half read for pleasure on a daily basis, (2) teachers who read more than 30 minutes per day use a greater number of best practice strategies, (3) teachers who value reading the most tend to share insights from their own personal reading, and (4) teachers who read for pleasure use both intrinsic and extrinsic types of motivation. read more read less

Topics:

Reading motivation (68%)68% related to the paper, Reading (process) (59%)59% related to the paper, Literacy (52%)52% related to the paper
103 Citations
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Literacy Research and Instruction format uses Taylor and Francis Custom Citation citation style.

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Frequently asked questions

1. Can I write Literacy Research and Instruction in LaTeX?

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

2. Do you follow the Literacy Research and Instruction guidelines?

Yes, the template is compliant with the Literacy Research and Instruction 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 Literacy Research and Instruction?

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 Literacy Research and Instruction citation style.

4. Can I use the Literacy Research and Instruction 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 Literacy Research and Instruction.

5. Can I use a manuscript in Literacy Research and Instruction 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 Literacy Research and Instruction that you can download at the end.

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

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

7. Where can I find the template for the Literacy Research and Instruction?

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 Literacy Research and Instruction'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 Literacy Research and Instruction'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. Literacy Research and Instruction an online tool or is there a desktop version?

SciSpace's Literacy Research and Instruction 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 Literacy Research and Instruction?

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 Literacy Research and Instruction?”

11. What is the output that I would get after using Literacy Research and Instruction?

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

12. Is Literacy Research and Instruction'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 Literacy Research and Instruction?

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 Literacy Research and Instruction. 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 Literacy Research and Instruction?

The 5 most common citation types in order of usage for Literacy Research and Instruction 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 Literacy Research and Instruction?

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 Literacy Research and Instruction's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Literacy Research and Instruction 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 Literacy Research and Instruction 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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