Teaching the Four Skills—Reading
Journals that focus exclusively on the teaching, assessing and research of the reading skill.
Reading and Writing
Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.
Reading in a Foreign Language
An open-access journal, Reading in a Foreign Language has established itself as an excellent source for the latest developments in the field, both theoretical and pedagogic, including improving standards for foreign language reading.
An open-access, peer-reviewed professional journal with an editorial board of scholars in the fields of second language acquisition and applied linguistics. The journal seeks to disseminate research to educators around the world. It is interested in exploring issues related to L2 reading, L2 literacy in a broader sense, and other issues related to second language learning and teaching. This publication was created as an interactive journal, not an electronic version of a traditional print publication. The journal is published twice a year exclusively on the World Wide Web.
Provides direction for educating preschool through grade twelve students for literacy. It disseminates critical information to improve instruction for regular and special education students who are or at-risk for having difficulty learning to read and write. Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings. It encourages manuscripts on teaching the reading and writing processes to students experiencing difficulties in these areas. Possible topics include adjustments for language-learning style, literature-based reading programs, teaching reading and writing in the mainstream, study strategies, language-centered computer curricula, oral language connections to literacy, cooperative learning approaches to reading and writing, direct instruction, curriculum-based assessment, the impact of environmental factors on instructional effectiveness, and improvement of self-esteem.
Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.
Selected Articles and Special Issues
The following articles and special issues are selections from the international literature. Readers are advised to consult the abstracts of the papers that interest them for more information.
Kay Hammond and Katherine Danaher "The value of targeted comic book readers". ELT Journal, (2012) 66 (2): 193-204.
Scott J. Shelton-Strong "Literature Circles in ELT". ELT Journal, (2012) 66 (2): 214-223.