| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 159 | 33 | 33 | 17 |
| Psychology | 341 | 62 | 60 | 19 |
The topics of Reading (process), Linguistics, Reading comprehension, Humanities and Mathematics education are the focal point of discussions in the journal. Reading (process) research featured in it incorporates concerns from various other topics such as Cognitive psychology, Pedagogy, Primary education, Developmental psychology and Vocabulary. The journal focuses on Cognitive psychology as well as the interrelated topic of Cognition.
The Pedagogy research dealing mostly with Literacy is the focus of Reading Research Quarterly. The journal features studies on Vocabulary, including topics such as Vocabulary development. In the Linguistics research discussed, Word recognition, Context (language use), Spelling, Sentence and Readability are all tackled.
Some problems in Reading comprehension that were presented in it overlapped with concepts under Test (assessment), Recall and Comprehension. Humanities research presented in it encompasses a variety of subjects, including Early adolescence, Literature, Emergent literacy, Ethnography and Reading skills. Teaching method, Teacher education and Phonics are among the areas of Mathematics education tackled.
The published articles are mainly concerned with subjects like Reading (process), Humanities, Linguistics, Reading comprehension and Comprehension. While the primary focus in the published papers is Reading (process), they also dissect topics surrounding Developmental psychology and Cognitive development as a whole. While Reading comprehension is the key highlight in the journal papers, thet also covered some subjects on Cognitive psychology and Readability and Test (assessment).
The scientific interests tackled in Reading Research Quarterly are Reading (process), Comprehension, Cognitive psychology, Phonological awareness and Literacy. It tackles topics on Reading (process), which can potentially contribute to the wider field of Linguistics. The research on Comprehension tackled can also make contributions to studies in the areas of Socio-cognitive, Vocabulary, Reading comprehension and Curriculum.
Concepts in Spelling, as well as related topics in Orthography, are covered in the Cognitive psychology research presented in it. Research in Phonemic awareness and the interrelating topic of Fluency were among the subjects of interest in the Phonological awareness studies discussed in it. The work on Literacy tackled in the journal brings together disciplines like Qualitative research, Feeling, Affect (psychology) and Politics.
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.
The top authors publishing in Reading Research Quarterly (based on the number of publications) are:
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.
Only papers with recognized affiliations are considered
The top affiliations publishing in Reading Research Quarterly (based on the number of publications) are:
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.
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, 51.14% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 18.60% were posted by at least one author from the top 10 institutions publishing in the journal. Another 13.95% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 25.58% of all publications and 41.86% were from other institutions.
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.
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.
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:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
While being extensively academic, the field of reading research also offers various career opportunities. One can aspire to become a reading specialist, a literacy coach, a curriculum consultant, or even a licensed professional counselor (LPC). These professionals often use reading research findings to develop effective techniques for improving reading and comprehension skills at various educational levels.
If you're interested in becoming a Licensed Professional Counselor focusing on utilizing reading research in your practice, there are specific requirements that need to be fulfilled. For example, in Wyoming, these requirements include procuring a master's degree in counseling, accumulating supervised experience, and passing state-specific exams. More detailed information about LPC requirements in Wyoming can be found on our comprehensive career guide.
Embarking on a career path in reading research not only contributes to the academia but also helps in enhancing educational techniques and perspectives, thereby positively shaping the future of education.
Ofelia García;Jo Anne Kleifgen
(2020)Yaacov Petscher;Sonia Q. Cabell;Hugh W. Catts;Donald L. Compton
(2020)Linnea C. Ehri
(2020)Steve Graham
(2020)Claude Goldenberg
(2020)Timothy Shanahan
(2020)Gina N. Cervetti;P. David Pearson;Annemarie S. Palincsar;Peter Afflerbach
(2020)Amanda J. Neitzel;Cynthia Lake;Marta Pellegrini;Robert E. Slavin
(2021)For those interested in expanding their expertise beyond traditional psychology roles, pursuing a human services online program can provide a practical foundation. These programs often offer flexible schedules, allowing students to enter the workforce quickly while gaining the skills to support diverse populations in community settings.
Career changers, such as educators, may find opportunities in specialized fields like speech-language pathology. Guidance on how to successfully transition from a teacher to speech pathologist is essential for navigating this shift, and resources that explain this path can be invaluable (teacher to speech pathologist).
When considering speech pathology, it's critical to choose programs that meet professional standards. Several accredited speech pathology programs offer accelerated timelines while maintaining the rigor needed for certification and licensure.
For non-SLP majors interested in making this career move, online bridge programs non-SLP majors provide a tailored pathway. These programs help fill prerequisite gaps and streamline the transition into speech-language pathology graduate studies.
