Journal of Research in Reading

Cover image for Vol. 40 Issue 1

Early View (Online Version of Record published before inclusion in an issue)

Edited By: Julia Carroll

Impact Factor: 0.917

ISI Journal Citation Reports © Ranking: 2015: 40/57 (Psychology Educational); 111/231 (Education & Educational Research)

Online ISSN: 1467-9817

Associated Title(s): Literacy


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  1. Original Articles

    1. Supporting emergent literacy for English language learners with computer-assisted instruction

      Jerrell C. Cassady, Lawrence L. Smith and Christopher L. Thomas

      Version of Record online: 20 MAR 2017 | DOI: 10.1111/1467-9817.12110

    2. Reliance on orthography and phonology in reading of Chinese: A developmental study

      Wei Zhou, Hua Shu, Kevin Miller and Ming Yan

      Version of Record online: 16 MAR 2017 | DOI: 10.1111/1467-9817.12111

    3. Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese

      Tomohiro Inoue, George K. Georgiou, Naoko Muroya, Hisao Maekawa and Rauno Parrila

      Version of Record online: 8 MAR 2017 | DOI: 10.1111/1467-9817.12109

    4. Indian students learning to read English: an analysis using the simple view of reading

      David D. Paige and Grant S. Smith

      Version of Record online: 24 FEB 2017 | DOI: 10.1111/1467-9817.12105

    5. The relation between orthographic processing and spelling in grade 1 French immersion children

      Sheila Cira Chung, Xi Chen and S. Hélène Deacon

      Version of Record online: 24 FEB 2017 | DOI: 10.1111/1467-9817.12104

  2. Special Issue Articles

    1. Unexpected poor comprehenders: An investigation of multiple aspects of morphological awareness

      Elizabeth Jean MacKay, Kyle Levesque and S. Hélène Deacon

      Version of Record online: 21 FEB 2017 | DOI: 10.1111/1467-9817.12108

  3. Original Articles

    1. An evaluation of the effectiveness of a computer-assisted reading intervention

      David Messer and Gilly Nash

      Version of Record online: 20 FEB 2017 | DOI: 10.1111/1467-9817.12107

    2. Differences between skilled and less-skilled young readers in the retrieval of semantic, phonological, and shape information

      Diana R. Cortés-Monter, Armando Q. Angulo-Chavira and Natalia Arias-Trejo

      Version of Record online: 1 FEB 2017 | DOI: 10.1111/1467-9817.12102

  4. Special Issue Articles

  5. Original Articles

    1. Individual variation in children's reading comprehension across digital text types

      Sabine S. Fesel, Eliane Segers and Ludo Verhoeven

      Version of Record online: 23 JAN 2017 | DOI: 10.1111/1467-9817.12098

    2. Reading nonfiction text on an iPad in a secondary classroom

      Victoria Cardullo, Vassiliki “Vicky” I. Zygouris-Coe and Nance S. Wilson

      Version of Record online: 20 JAN 2017 | DOI: 10.1111/1467-9817.12099

  6. Special Issue Articles

    1. A comparison of cognitive flexibility and metalinguistic skills in adult good and poor comprehenders

      Kelly B. Cartwright, Allison M. Bock, Elizabeth A. Coppage, Melinda D. Hodgkiss and Marisa Isaac Nelson

      Version of Record online: 19 JAN 2017 | DOI: 10.1111/1467-9817.12101

  7. Brief Reports

    1. On the validity and sensitivity of the phonics screening check: erratum and further analysis

      James M. Gilchrist and Margaret J. Snowling

      Version of Record online: 13 JAN 2017 | DOI: 10.1111/1467-9817.12095

    2. Creative literacy activities promote positive reading attitude in children learning English as a foreign language

      Bonnie Wing-Yin Chow, Anna Na Na Hui and Barbie Hiu-Tung Chui

      Version of Record online: 13 JAN 2017 | DOI: 10.1111/1467-9817.12096

  8. Original Articles

    1. The development of stress sensitivity and its contribution to word reading in school-aged children

      Candise Y. Lin, Min Wang, Rochelle S. Newman and Chuchu Li

      Version of Record online: 27 DEC 2016 | DOI: 10.1111/1467-9817.12094

    2. Derivational suffixes as cues to stress position in reading Greek

      Aikaterini Grimani and Athanassios Protopapas

      Version of Record online: 27 NOV 2016 | DOI: 10.1111/1467-9817.12092

    3. Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most?

      Camille Welie, Rob Schoonen, Folkert Kuiken and Huub van den Bergh

      Version of Record online: 17 NOV 2016 | DOI: 10.1111/1467-9817.12090

    4. Predicting word reading ability: a quantile regression study

      Autumn L. McIlraith and Language and Reading Research Consortium

      Version of Record online: 18 OCT 2016 | DOI: 10.1111/1467-9817.12089

    5. Predictors of word-reading ability in 7-year-olds: analysis of data from a U.K. cohort study

      Ginny Russell, Obioha C. Ukoumunne, Denise Ryder, Jean Golding and Brahm Norwich

      Version of Record online: 10 OCT 2016 | DOI: 10.1111/1467-9817.12087

    6. Contributions of print exposure to first and second grade oral language and reading in Chile

      Katherine Strasser, Daniela Vergara and M. Francisca del Río

      Version of Record online: 29 SEP 2016 | DOI: 10.1111/1467-9817.12086

    7. Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students

      Franziska Stutz, Ellen Schaffner and Ulrich Schiefele

      Version of Record online: 6 SEP 2016 | DOI: 10.1111/1467-9817.12085

  9. Special Issue Articles

    1. Language profiles of poor comprehenders in English and French

      Nadia D'Angelo and Xi Chen

      Version of Record online: 6 SEP 2016 | DOI: 10.1111/1467-9817.12084

  10. Original Articles

    1. Do fine motor skills contribute to early reading development?

      Sebastian Suggate, Eva Pufke and Heidrun Stoeger

      Version of Record online: 17 AUG 2016 | DOI: 10.1111/1467-9817.12081

  11. Special Issue Articles

  12. Original Articles

    1. Effects of reciprocal teaching on reading comprehension of low-achieving adolescents. The importance of specific teacher skills

      Mariska Okkinga, Roel van Steensel, Amos J. S. van Gelderen and Peter J. C. Sleegers

      Version of Record online: 29 JUL 2016 | DOI: 10.1111/1467-9817.12082

    2. The impact of L2 German on component processes of reading

      Pauline Schröter and Sascha Schroeder

      Version of Record online: 21 JUL 2016 | DOI: 10.1111/1467-9817.12078

    3. Effects of working memory capacity in processing wh-extractions: eye-movement evidence from Chinese–English bilinguals

      Huixia Zhou, Sonja Rossi, Juan Li, Huanhuan Liu, Ran Chen and Baoguo Chen

      Version of Record online: 16 JUL 2016 | DOI: 10.1111/1467-9817.12079

  13. Special Issue Articles

  14. Original Articles

    1. Early cognitive and linguistic profiles of different types of 7- to 8-year-old readers

      Anna Potocki, Jean Ecalle and Annie Magnan

      Version of Record online: 30 MAY 2016 | DOI: 10.1111/1467-9817.12076

    2. University students vary their use of textese in digital messages to suit the recipient

      Nenagh Kemp and Jennifer Clayton

      Version of Record online: 29 MAR 2016 | DOI: 10.1111/1467-9817.12074

    3. The effect of highlighting on processing and memory of central and peripheral text information: evidence from eye movements

      Menahem Yeari, Marja Oudega and Paul van den Broek

      Version of Record online: 9 MAR 2016 | DOI: 10.1111/1467-9817.12072


      The following issues are already known about the paper's topic:

      • Text highlighting is a common useful device that students use for coping with reading large amounts of texts.
      • In most cases, reading time is longer, and memory is better when information is highlighted than when it is not.
      • In most cases, reading time is longer and memory is better when information is central than when it is not central.

      This paper adds the following:

      • Text highlighting and text centrality affect rereading time but not initial reading time of textual information.
      • The reading and memory of central information are not affected by highlighting.
      • Rereading is more frequent when peripheral information is highlighted than when it is not.

      Implications for practice and/or policy:

      • Students should be practised in highlighting central or important information for their study; highlighting peripheral information results in a wasting of time in rereading unimportant information; this is especially relevant for studying under time pressure, when highlighting is mostly needed and helpful.
      • Proficient adult readers succeed in attending important information even when less-important information is highlighted; this notion is encouraging regarding texts that are highlighted in an inadequate manner.
      • Less proficient and/or young readers should receive special care with regard to the quality of highlighting in their texts.
    4. Beyond breadth: the contributions of vocabulary depth to reading comprehension among skilled readers

      Katherine S. Binder, Nicole Gilbert Cote, Cheryl Lee, Emily Bessette and Huong Vu

      Version of Record online: 23 FEB 2016 | DOI: 10.1111/1467-9817.12069

    5. Preschool children's exposure to story grammar elements during parent–child book reading

      Allison Breit-Smith, Anne van Kleeck, Jo-Anne Prendeville and Wei Pan

      Version of Record online: 23 FEB 2016 | DOI: 10.1111/1467-9817.12071

    6. Word reading aloud skills: their positive redefinition through ageing

      Marianne Chapleau, Maximiliano A. Wilson, Karel Potvin, Alexandra Harvey-Langton, Maxime Montembeault and Simona M. Brambati

      Version of Record online: 29 DEC 2015 | DOI: 10.1111/1467-9817.12065

    7. Gender differences in mental simulation during sentence and word processing

      Stephanie I. Wassenburg, Björn B. de Koning, Meinou H. de Vries, A. Marije Boonstra and Menno van der Schoot

      Version of Record online: 15 DEC 2015 | DOI: 10.1111/1467-9817.12066


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