Reading & Writing Quarterly

期刊简介：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.

【译文】《阅读与写作季刊》为学前班至十二年级学生的识字教育提供指导。它传播重要信息，以改善对学习阅读和写作有困难或面临风险的普通和特殊教育学生的指导。该杂志在跨学科范围内探讨了常规和特殊教育环境中阅读和写作困难的原因、预防、评估和补救。它鼓励向在这些领域遇到困难的学生教授阅读和写作过程的手稿。可能的主题包括语言学习风格的调整、基于文学的阅读计划、主流阅读和写作教学、学习策略、以语言为中心的计算机课程、口语与识字的联系、阅读和写作的合作学习方法、直接教学、基于课程的评估、环境因素对教学效果的影响以及自尊的提高。同行评审政策：本期刊的所有文章都经过编辑筛选和同行评审。出版办公室：Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106。 读者群：与遇到阅读和写作困难的学生一起工作的人员，包括大学教师和研究人员、学习顾问、学校心理学家和教师。