Reading the Past to Inform the Future: 25 Years of "The Reading Teacher"

This analysis examines articles from the past 25 years of The Reading Teacher to better understand the journal's content and trends influencing literacy instruction. A research team coded and analyzed the frequency of topics and grade levels targeted, then compared results with those of a simil...

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Veröffentlicht in:	The Reading teacher 2017-11, Vol.71 (3), p.251-264
Hauptverfasser:	Mohr, Kathleen A.J., Ding, Guoqin, Strong, Ashley, Branum, Lezlie, Watson, Nanette, Priestley, K. Lea, Juth, Stephanie, Carpenter, Neil, Lundstrom, Kacy
Format:	Artikel
Sprache:	eng
Schlagworte:	1‐Early childhood 2‐Childhood 3‐Early adolescence 4‐Adolescence Authors Authorship Children's literature Citation Analysis Coding Comprehension Content Analysis Content literacy Discourse analysis < Research methodology Educational History Educational Trends Incidence Instructional strategies Instructional strategies methods and materials Intellectual Disciplines Literacy Literacy Education Methodological perspectives Periodicals Prediction professional development Reading Instruction Reading strategies < Strategies, methods, and materials Reading Teachers Strategies methods and materials Teacher education Teachers teaching strategies < Strategies, methods, and materials THE INSIDE TRACK Trend Analysis Trends Writing
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	This analysis examines articles from the past 25 years of The Reading Teacher to better understand the journal's content and trends influencing literacy instruction. A research team coded and analyzed the frequency of topics and grade levels targeted, then compared results with those of a similar analysis published in 1992. The Web of Science provided current information about trends in authorship and the popularity of highly cited and frequently accessed articles. This report shares various metrics, insights, and interpretations that help profile the impact of The Reading Teacher and make predictions about the future of reading instruction.
ISSN:	0034-0561 1936-2714
DOI:	10.1002/trtr.1636