Reading and Writing Quarterly 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 have or who are 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.
Peer Review Policy: All articles in this journal have undergone editorial screening and peer review.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Readership:
Those who work with students experiencing reading and writing difficulties, including university-based instructors and researchers, learning consultants, school psychologists, and teachers.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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