Journal Report

Scientific Studies of Reading

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Journal Information
Journal Title
Scientific Studies of Reading
Publisher
ISSN
1088-8438
E-ISSN
Database
AERES
Domain
Health Sciences, Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓ ✓
2025 ✓ ✓
2024 ✓ ✓
2023 ✓ ✓
2021/2022 ✓ ✓
2020 ✓ ✓
2019 ✓ ✓
2018 ✓
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
A Randomized Controlled Trial of Integrated Morphological and Orthographic Awareness Training for Chinese Children with Reading Difficulties
Xu Wang, Xiaochen Suo, Yanfu Ji
2026-11-10 Pages 1-19
DOI: 10.1080/10888438.2026.2762377
Does Efficient Morphological Decoding Explain Unique Variance in the Reading Abilities of Middle School Students?
Leah M. Zimmermann, Bob McMurray
2026-11-5 Pages 1-21
DOI: 10.1080/10888438.2026.2758264
Optimizing Time in Isolated Phonemic Awareness Instruction: A Meta-Analysis of Cumulative Dosage for Improved Reading Outcomes
Melissa V. Stalega, Florina Erbeli, Ying Xu et al.
2026-11-4 Pages 1-25
DOI: 10.1080/10888438.2026.2756396
Beyond Total Time Measures of Rapid Automatized Naming (RAN): Do Pause Time Variability and Alternate Task Lengths Improve Prediction of Future Reading?
Jiyoon Kim, Emily M. Harriott, Mercedes Spencer et al.
2026-11-4 Pages 1-22
DOI: 10.1080/10888438.2026.2754725
Cross-Modal Semantic Context Effects in Less Experienced and Advanced Readers
Catherine Clark, Sara Guediche, Marie Lallier
2026-11-1 Pages 1-23
DOI: 10.1080/10888438.2026.2754730
Immediate and Sustained Implementation of a Multi-Tiered Classroom and Family Curriculum Supplement to Support Preschoolers’ Language Development
Sonia Q. Cabell, Tricia A. Zucker, Stephanie Brown et al.
2026-10-29 Pages 1-27
DOI: 10.1080/10888438.2026.2748997
Implementation of the Word Connections Reading Intervention in Authentic Settings: A Survey of Program Users
Jessica R. Toste, Brennan W. Chandler, Emily B. Hardeman et al.
2026-10-5 Pages 1-25
DOI: 10.1080/10888438.2026.2742872
Instructional Practices for the Component Skills of Writing: A Theoretically Grounded Synthesis
Christina Novelli, Lauren G. Hennenfent, Lindy J. Johnson et al.
2026-10-1 Pages 1-41
DOI: 10.1080/10888438.2026.2732983
No Recovery from the COVID-Slide Yet: The Reading Skills of Undergraduate Students
Victor Kuperman, Kim Thériault, Vanessa Taler et al.
2026-9-10 Pages 1-22
DOI: 10.1080/10888438.2026.2721437
The Relationship Between Morphological Knowledge and Decoding Ability for Swedish Children with Typical Reading Development and Children with Reading Difficulties
Elin Hällström, Janne von Koss Torkildsen, Birgitta Sahlén et al.
2026-8-20 Pages 1-20
DOI: 10.1080/10888438.2026.2718137
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Printed: November 12, 2026 02:31