Journal of Research in Reading

Top Research Topics at Journal of Research in Reading?

The objective of Journal of Research in Reading is to combine knowledge in the areas of Reading (process), Reading comprehension, Cognitive psychology, Literacy and Developmental psychology. Topics in Reading (process) explored in it were investigated in conjunction with research in Mathematics education, Primary education and Spelling. Mathematics education research is concerned with Teaching method in particular.

Research on Spelling addressed in the journal frequently intersections with the field of Orthography. The studies on Reading comprehension discussed can also contribute to research in the domains of Test (assessment), Comprehension, Metacognition, Vocabulary and Reading skills. The Vocabulary study tackling the subject of Vocabulary development is the focus of the journal.

It focuses on Cognitive psychology but the discussions also offer insight into other areas such as Dyslexia, Cognition, Short-term memory, Task analysis and Phonology. The study of Pedagogy serves as the foundation of the Literacy research discussed in it.

• Reading (process) (51.50%)
• Reading comprehension (25.21%)
• Cognitive psychology (19.85%)

What are the most cited papers published in the journal?

• Beyond phonological skills: broader language skills contribute to the development of reading (488 citations)
• Phases of development in learning to read words by sight (449 citations)
• Gender differences in reading ability and attitudes: examining where these differences lie (245 citations)

Research areas of the most cited articles at Journal of Research in Reading:

The most cited articles investigate studies in Reading (process), Reading comprehension, Cognitive psychology, Literacy and Phonological awareness. The published articles with studies in Reading (process) featured incorporate elements of Mathematics education, Vocabulary, Phonology and Developmental psychology. Aside from discussions in Reading comprehension, the most cited publications also deal with the subject of Comprehension which intersects with Fluency disciplines.

What topics the last edition of the journal is best known for?

• Cognition
• Pedagogy
• Social science

The previous edition focused in particular on these issues:

The journal is mainly concerned with subjects like Reading (process), Reading comprehension, Cognitive psychology, Vocabulary and Developmental psychology. In addition to Reading (process) research, it aims to explore topics under Literacy, Spelling and Fluency. While it focused on Reading comprehension, it was also able to explore topics like Comprehension, Morpheme, Word reading, Mathematics education and Second language.

Journal of Research in Reading facilitates discussions on Cognitive psychology that incorporate concepts from other fields like Transfer of learning, Cognition, Affect (psychology) and Eye movement. While work presented in the journal provided substantial information on Vocabulary, it also covered topics in Listening comprehension, Morphological awareness, Mandarin Chinese, Syntax and Auditory perception. Developmental psychology research in Journal of Research in Reading involves the investigation of Intervention (counseling) studies, all of which are linked to disciplines such as Academic language and Multilingualism.

The most cited articles from the last journal are:

• How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development (13 citations)
• The relations between morphological awareness and reading comprehension in beginner readers to young adolescents (4 citations)
• Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period (4 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Journal of Research in Reading (based on the number of publications) are:

• S. Hélène Deacon (14 papers) published 4 papers at the last edition, 3 more than at the previous edition,
• Chris Singleton (12 papers) absent at the last edition,
• Rhona Stainthorp (11 papers) published 1 paper at the last edition,
• Margaret J. Snowling (10 papers) published 2 papers at the last edition,
• Clare Wood (10 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Journal of Research in Reading (based on the number of publications) are:

• Institute of Education (26 papers) published 1 paper at the last edition,
• University of York (22 papers) published 2 papers at the last edition,
• University of Hong Kong (19 papers) published 3 papers at the last edition the same number as at the previous edition,
• The Chinese University of Hong Kong (18 papers) absent at the last edition,
• Open University (18 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 17.78% were posted by at least one author from the top 10 institutions publishing in the journal. Another 15.56% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 8.89% of all publications and 57.78% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Career Paths in Reading Research: A Spotlight on Marriage and Family Therapy

While this article primarily discusses themes of reading and cognitive psychology, it is also important to consider the variety of career paths such research can lead to. One such path is a career in marriage and family therapy. This field often draws on concepts from cognitive and developmental psychology in order to understand and help families navigate their issues.

In the state of Oregon, the process of becoming a licensed Marriage and Family Therapist (MFT) involves specific educational and professional requirements. Aspiring MFTs need to complete a graduate program approved by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) or an equivalent program. This should be followed by two years or a minimum of 2000 hours of supervised clinical experience.

Courses typically deal with subjects like psychotherapy, human development, ethical and legal issues, as well as family studies. Additionally, therapists often take courses in research methods – for instance, reading research could be particularly useful for therapists working with families where literacy or learning difficulties are a concern.

For more information on how to become a Marriage and Family Therapist in Oregon, including specific educational requirements, please visit Marriage counseling education requirements in Oregon.