This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and occasionally, scholarly reviews of the literature and papers focused on theory development. Papers range from very basic studies to those whose main thrust is toward educational practice. The broad remit of the journal to include work on "all aspects of reading and its related areas," includes issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults, comparisons of orthographies, and more. Commentary and criticism on topics pertinent to the journal's concerns are also considered for publication. Please note that we do not typically publish reliability and validity studies of specific tests or assessment tools.
Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by at least two anonymous referees.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Journal metrics
Usage
173K annual downloads/views
Citation metrics
2.9 (2023) Impact Factor
Q1 Impact Factor Best Quartile
4.3 (2023) 5 year IF
7.2 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
2.172 (2023) SNIP
1.744 (2023) SJR
Speed/acceptance
13 days avg. from submission to first
decision
93 days avg. from submission to first
post-review decision
9 days avg. from acceptance to online
publication
17% 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.
Michael Kieffer - New York University Marcia Barnes - Vanderbilt University Nadine Gaab - Harvard University Jessie Ricketts - Royal Holloway, University of London
Editorial Assistant
Joseph Aubele - University of California Irvine
Editorial Board
Stephanie Al Otaiba - Southern Methodist University, Dallas Patricia A. Alexander - University of Maryland Joanne Arciuli - Flinders University Mikko Aro - University of Jyvaskyla Lee Branum-Marin - Georgia State University Kate Cain - Lancaster University Julia Carroll - Coventry University Séverine Casalis - Université de Lille Paula Clarke - University of Leeds Nathan Clemens - University of Texas Austin Donald L. Compton - Florida State University Nicole Conrad - Saint Mary's University Jennifer Cromley - University of Illinois Urbana-Champaign Amy Crosson - Pennsylvania State University Peter F. de Jong - University of Amsterdam Linnea C. Ehri - CUNY Graduate Center Carsten Elbro - University of Copenhagen Mary Ann Evans - University of Guelph Lynn S. Fuchs - Vanderbilt University George Georgiou - University of Alberta Steve Graham - Arizona State University Charles Hulme - University of Oxford Tomohiro Inoue - Chinese University of Hong Kong R. Malatesha Joshi - Texas A&M University Nenagh Kemp - University of Tasmania Panayiota Kendeou - University of Minnesota Karin Landerl - University of Graz Nicole Landi - University of Connecticut Arne Lervag - University of Oslo Duo Phil Liu - Hong Kong Institute of Education Joseph Magliano - Georgia State University Genevieve McArthur - Macquarie University Catherine McBride - Chinese University of Hong Kong Kristina Moll - Ludwig Maximilians University, Munich Elizabeth S. Norton - Northwestern University Jinger Pan - The Education University of Hong Kong Rauno Parrila - Macquarie University Peng Peng - University of Texas Austin Yaacov Petscher - Florida State University Beth Phillips - Florida State University Athanassios Protopapas - University of Oslo Jean Saint-Aubin - University of Moncton Elinor Saiegh-Haddad - Bar-Ilan University Robert Savage - University College of London Laura Steacy - Florida State University Jessica Toste - University of Texas Austin Xiuli Tong - University of Hong Kong Minna Torppa - University of Jyväskylä Rebecca Treiman - Washington University in St. Louis Julie Van Dyke - Haskins Laboratories Sharon Vaughn - University of Texas Austin Ludo Verhoeven - Nijmegen University Lesly Wade-Woolley - University of Alberta Richard Wagner - Florida State University Hua-Chen Wang - Macquarie University Jeanne Wanzek - Vanderbilt University Jo Taylor - University of College London Kate Nation - University of Oxford Holly Joseph - University of Reading Kevin Paterson - University of Leicester Janet Vousden Paterson - Nottingham Trent University Laura Shapiro - Aston University Fiona Kyle - University College London Sanne van der Kleij - University of Birmingham Helen Breadmore - University of Birmingham
Abstracting and indexing
Scientific Studies of Readingis abstracted/indexed in:
• EBSCOhost
° Academic Search Alumni Edition ° Academic Search Complete ° Academic Search Elite ° Academic Search Premier ° Academic Search Ultimate ° Current Abstracts ° Education Research Complete ° Education Research Index ° Education Source ° Poetry & Short Story Reference Center ° Professional Development Collection ° PsychINFO ° TOC Premier
• Elsevier BV
° Scopus
• E-psyche
• ERIC (Education Resources Information Center)
• Gale
° MLA International Bibliography (Modern Language Association)
• National Library of Medicine
° PubMed
• Ovid
• ProQuest
° Education Database ° Health & Medical Collection ° Health Research Premium Collection ° Linguistics and Language Behavior Abstracts (Online), Core ° Professional ProQuest Central ° ProQuest 5000 ° ProQuest 5000 International ° ProQuest Central ° Psychology Database ° Research Library ° Social Science Premium Collection
• Taylor & Francis;
° Educational Research Abstracts Online
• Thomson Reuters
° Current Contents ° Social Sciences Citation Index ° Web of Science
• Wiley-Blackwell Publishing Ltd.
° Linguistics Abstracts (Online)
Open access
Scientific Studies of Reading is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
The purpose of SSSR is to promote the scientific study of reading and to disseminate information about reading and related areas such as language and literacy.
To become a member of the Society for the Scientific Study of Reading , complete the online membership application form. [ http://www.triplesr.org/join-renew]
Society for the Scientific Study of Reading and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Society for the Scientific Study of Reading 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 Society for the Scientific Study of Reading 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. Society for the Scientific Study of Reading 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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