| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 439 | 17 | 33 | 10 |
The objective of The Reading Teacher is to combine knowledge in the areas of Pedagogy, Primary education, Reading (process), Mathematics education and Teaching method. Pedagogy studies presented in it focus on topics such as Literacy, Writing instruction, Curriculum, Professional development and Language arts. The Reading Teacher features Professional development research that overlaps with concepts in Teacher education.
In addition to Primary education research, The Reading Teacher aims to explore topics under Emergent literacy and Reading skills. Reading (process) research presented in it encompasses a variety of subjects, including Developmental psychology, Cognitive psychology and Comprehension. The work tackled in The Reading Teacher goes beyond the discipline of Mathematics education as it also encompasses Test (assessment).
The majority of Reading comprehension studies are focused on the issues of Reciprocal teaching. Vocabulary, Phonics, Spelling and Word recognition are among the concentrations of Linguistics that garnered much attention in the journal. Vocabulary development is a key component of Vocabulary research discussed in the journal.
The journal articles investigate studies in Pedagogy, Reading (process), Mathematics education, Primary education and Teaching method. While Reading (process) is the focus of the most cited publications, it also provides insights into the studies of Cognitive psychology, Fluency and Comprehension. The journal papers with studies in Primary education featured incorporate elements of Reading skills and Writing instruction.
The discussions in The Reading Teacher mainly cover the fields of Mathematics education, Linguistics, Reading (process), Comprehension and Vocabulary. The study of Qualitative research methodology and how it intertwines with concepts under Teaching method were explored in the presented Mathematics education research. Download and Literacy are some topics wherein Reading (process) research discussed in the journal have an impact.
While Comprehension is the key highlight in the journal, it also covered some subjects on Reading comprehension and Text types. The close relationship between Fluency and Cognitive psychology is one of the points of interest dissected in Phonemic awareness research. The subject of Sociocultural evolution, which is connected to the field of Pedagogy, serves as the foundation of the Writing process research featured in the journal.
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 The Reading Teacher (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 The Reading Teacher (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, 98.98% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 0.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 0.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 0.00% of all publications and 100.00% 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.
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Nell K. Duke;Alessandra E. Ward;P. David Pearson
(2021)Ziva R. Hassenfeld;Marina Umaschi Bers
(2020)Elfrieda H. Hiebert
(2020)Mariana Souto-Manning;Hyeyoung Ghim;Nicole K. Madu
(2021)Mariana Souto-Manning;Jessica Martell;Aura Y. Pérez;Patricia Pión
(2021)Susan B. Neuman;Maya Portillo;Donna C. Celano
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