The Journal of College Reading andLearning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.
The JCRL editorial team is pleased to announce that the journal has begun iFirst publication. With iFirst, accepted manuscripts will be published on the journal website as soon as they have been finalized. This means earlier dissemination of research, without waiting for articles to appear in the paper journal. To access the newest articles, log in to the CRLA website. Then, under My CRLA, go to My JCRL, and click the link to access the journal website. Latest articles can be found on the journal homepage. All accepted articles will still appear in the paper journal, and you will continue to receive the journal by mail, three times a year. Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Journal metrics
Usage
24K annual downloads/views
Citation metrics
1.6 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
0.687 (2023) SNIP
0.327 (2023) SJR
Speed/acceptance
87 days avg. from submission to first
decision
47% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Ira Fabri University of Maryland, Baltimore County
Assistant Editors Candace Johnson University of Maryland Global Campus
Wes Anthony American College of Education
CRLA EXECUTIVE BOARD President Dorothy Kemp Louisiana State University
Past President Jeanine Williams University of Maryland Global Campus
Secretary Jose Paez-Figueroa Union County College
Treasurer Tina Kondopoulos Northeastern University
EX-OFFICIO BOARD MEMBERS Certifications Director Roberta Schotka Wellesley College
Public Relations Director Lisa Sharfstein Carlow University
Professional Development Director Jon Mladic Rasmussen College
Publications Director Melissa Thomas University of Texas at Austin
EDITORIAL ADVISORY BOARD Taylor Acee Texas State University
Karen Agee University of Northern Iowa, Emerita
Carla Amaro-Jimenez University of Texas at Arlington
Victoria Appatova University of Cincinnati Clermont College
David Arendale University of Minnesota
Sonya Armstrong Texas State University
Brad Biggs California State University Fullerton
Sheryl Bone Kaplan University
Hunter Boylan Appalachian State University
Noel Braithwaite Farmingdale State College
Mariko Carson University of Maryland University College
David C. Caverly Texas State University
Tracy Chung University of Maryland Global Campus
Negar Farakish Union County College
Carlton Fong Texas State University
Mark Freeman-Price University of Maryland Global Campus
Rebecca Goosen San Jacinto College
Jodi Patrick Holschuh Texas State University
Ariel Jagusztyn Lancaster University
Jodi P. Lampi Northern Illinois University
Kathryn Ley University of Houston-Clearlake
Jane Neuburger Syracuse University
Emily Miller Payne Texas State University
Dolores Perin Teachers College Columbia University
Patrick Saxon Sam Houston State University
Melissa Thomas University of Texas at Austin
Jack Trammell Randolph Macon College
Jennifer Theriault Northern Illinois University
Jack Truschel Mount St. Mary’s University
Thersa Westbrook Texas State University
Laurel Whisler Clemson University
Ann Wolf New Mexico Highlands University
GUEST REVIEWERS Buket Akkoyunlu Çankaya University
David Braze Haskins Laboratories
Ellen Carillo University of Connecticut
Marcia Davis Johns Hopkins University
Lara Karpenko Carroll University
Emmett Lombard Gannon University
Judy Reading Macquarie University
Tanya Rodrigue Salem State University
Jane Secker City, University of London
Gabriela Spector-Mersel Sapir College
Davonna Thomas Coastal Carolina Community College
Ren VanderLind College of Southern Maryland
Abstracting and indexing
Journal of College Reading and Learning is abstracted/indexed in:
• EBSCOhost
° Book Review Digest Plus (H.W. Wilson)
° Current Abstracts
° Education Abstracts (H.W. Wilson)
° Education Full Text (H.W. Wilson)
° Education Index (Online)
° Education Research Complete
° Education Research Index
° Education Source
° Military Transition Support Center
° OmniFile Full Text Mega (H.W. Wilson)
° OmniFile Full Text Select (H.W. Wilson)
° TOC Premier (Table of Contents)
• ERIC (Education Resources Information Center)
• Gale
° InfoTrac Student Edition
• OCLC
° Education Index (Online)
• Ovid
• ProQuest
° Canadian Business & Current Affairs Database
° CBCA Education (Canadian Business and Current Affairs)
° Education Collection
° Education Database
° Professional ProQuest Central
° ProQuest 5000
° ProQuest 5000 International
° ProQuest Central
° Research Library
° Social Science Research Library
Society information
CRLA (formerly WCRLA) is a group of student-oriented professionals active in the fields of reading, learning assistance, developmental education, tutoring, and mentoring at the college/adult level. CRLA is inherently diverse in membership. CRLA’s most vital function and overall purpose is to provide a forum for the interchange of ideas, methods, and information to improve student learning and to facilitate the professional growth of its members.
Members give practical application to their research and promote the implementation of innovative strategies to enhance student learning. In a spirit of community, members share their own successful experiences with others so that all may benefit.
Any individual who belongs to a faculty or administration of a public or private college or university, and who has an interest in college learning assistance, tutorial programs, reading, and developmental education is invited to join the College Reading and Learning Association. Join now.
Print ISSN:
1079-0195
Online ISSN:
2332-7413
4 issues per year
Currently known as:
Journal of College Reading and Learning
(1983 - current)
Formerly known as
Proceedings of the Annual Conference of the Western College Reading Association
(1971 - 1982)
College Reading and Learning Association and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, College Reading and Learning Association and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by College Reading and Learning Association and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. College Reading and Learning Association and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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