Literacy is a premier academic journal published by Wiley, focusing on critical advancements and research in the fields of education and linguistics. With an impressive impact factor reflected in its Q2 ranking in Education and Q1 in Linguistics and Language, this journal serves as a vital platform for researchers, educators, and students seeking to explore contemporary issues surrounding literacy in diverse contexts. Since its inception in 2005, Literacy has made significant contributions to understanding the evolving nature of literacy practices, promoting dialogue on innovative pedagogies and the sociocultural implications of language use. While it is not an Open Access journal, its accessibility through institutional subscriptions ensures that its valuable insights reach a broad audience. With its robust Scopus rankings, including an 88th percentile in Language and Linguistics and 63rd in Education, Literacy remains an indispensable resource for those committed to advancing literacy education and research.

Linguistics and Education, published by Elsevier, is a premier journal dedicated to advancing the understanding of the intersections between linguistics and educational practices. With its ISSN 0898-5898 and E-ISSN 1873-1864, this journal has established itself as a significant platform since its inception in 1988, continuing to produce impactful research up to 2024. It enjoys a prestigious Q1 ranking in both the Education and Linguistics and Language categories, reflecting its high-quality contributions and leading role in the field. The journal’s Scopus rankings further underscore its influence, being placed in the 87th percentile for Arts and Humanities in Language and Linguistics, and the 86th percentile in Social Sciences in Linguistics and Language. Although it operates under traditional subscription access, its contributions are essential for researchers, professionals, and students alike, making substantial strides in the understanding of language, learning environments, and pedagogical strategies. The journal's objective is to foster interdisciplinary dialogue and disseminate innovative research that informs educational policy and practice.

Library & Information History, a distinguished journal published by Edinburgh University Press, serves as a pivotal platform for the exploration and critical discussion of the historical aspects of libraries and information sciences. With an ISSN of 1758-3489 and an E-ISSN of 1758-3497, the journal has carved out a niche within the realm of History and Philosophy of Science, reflecting a commitment to scholarly excellence. Operating in the United Kingdom, this journal spans a convergence period from 2004 to 2024 and is categorized within the Q4 quartile in the History and Philosophy of Science field, ranking #146 out of 223 in Scopus with a 34th percentile. Despite its current lack of open access options, the journal is dedicated to advancing research and knowledge, providing comprehensive insights that are invaluable to researchers, professionals, and students alike. With its rigorous peer-review process and a focus on fostering dialogue in the discipline, Library & Information History remains essential for anyone looking to deepen their understanding of the complex narratives surrounding libraries and information practices through time.

LANGUAGE LEARNING is a premier academic journal dedicated to advancing the field of language acquisition and education, published by Wiley. With a foundation dating back to 1948, the journal has carved an esteemed niche in the academic landscape, currently holding a prestigious Q1 rank in both the categories of Education and Linguistics and Language. It proudly occupies the 9th percentile rank in the Arts and Humanities domain and the 10th percentile in Social Sciences, illustrating its influence and reach. The journal publishes high-quality research that explores various dimensions of language learning, from cognitive processes to pedagogical approaches, making it an essential resource for researchers, educators, and students alike. Although Access options are non-open, the journal remains accessible to a wide audience, reinforcing its commitment to disseminating critical insights within the academic community.

READING RESEARCH QUARTERLY is a premier academic journal dedicated to advancing the understanding of reading research within the domains of educational psychology and literacy development. Published by Wiley, this journal has been a vital resource for researchers, educators, and practitioners, featuring empirical studies, theoretical papers, and comprehensive reviews since its inception. With a remarkable impact factor and consistently ranked in the Q1 quartile for both Developmental and Educational Psychology and Education, it stands out as an authoritative source in the field. Notably, it possesses a strong international presence, evidenced by its Scopus rankings, sitting in the top 3% for educational social sciences and within the top 5% for developmental psychology. Although currently not offering Open Access, the journal ensures that its contributions are accessible through institutional subscriptions. By linking theoretical frameworks with practical applications, READING RESEARCH QUARTERLY serves as an essential platform for fostering innovation and collaboration among scholars and practitioners aiming to enhance literacy education and understanding.

The Journal of Cultural Cognitive Science, published by SpringerNature, is an esteemed forum for researchers and scholars dedicated to exploring the intersection of culture, cognition, and language. With its ISSN 2520-100X and E-ISSN 2520-1018, this journal has made significant strides since its inception in 2017, covering a wide array of topics pertinent to Experimental and Cognitive Psychology and Linguistics and Language. Notably, it has achieved remarkable recognition, ranking in the Q3 category for Experimental and Cognitive Psychology and Q1 for Linguistics and Language in 2023. Its Scopus ranks further illustrate its impact, with the journal positioned at the 89th percentile in Social Sciences - Linguistics and Language and 47th percentile in Psychology. Despite its ongoing journey, it continues to foster open dialogue and innovation among professionals, researchers, and students, providing valuable insights and advancing knowledge in the field.

Reading & Writing - Journal of the Reading Association of South Africa is a distinguished open access journal published by AOSIS, focusing on pivotal research within the fields of education and linguistics. Established to promote literacy and reading initiatives, this journal serves as an invaluable platform for scholars and educators aiming to enhance literacy practices in the South African context and beyond. With an ISSN of 2079-8245 and e-ISSN 2308-1422, it enables a wide reach since its initiation as an open access publication in 2010, breaking barriers for the dissemination of knowledge. Its notable Q2 placement in Linguistics and Language and Q3 in Education underscores its relevance and rigor, reflecting a high standard in scholarship as per the 2023 metrics. Further, it holds commendable Scopus rankings across several categories, including a 75th percentile in Language and Linguistics, indicating its strong standing within the academic community. This journal not only allows for unrestricted access to cutting-edge research but also encourages collaboration and dialogue among researchers, educators, and practitioners, ultimately aiming to foster a deeper understanding of literacy development in diverse educational settings.

JOURNAL OF RESEARCH IN READING, published by Wiley, stands as a premier scholarly platform dedicated to advancing the understanding of reading research within the disciplines of education and psychology. Established in 1978, this impactful journal offers rigorous peer-reviewed articles that explore the multifaceted nuances of reading processes, literacy development, and instructional strategies, making it an essential resource for educators, psychologists, and researchers alike. With an impressive Q1 ranking in developmental and educational psychology, education, and miscellaneous psychology categories, and notable positions in Scopus rankings, the journal maintains a strong reputation for the quality and relevance of its contributions to the field. Although it operates under a traditional subscription model, the journal ensures broad access to its vital research findings, supporting the ongoing dialogue in an ever-evolving academic landscape. As it approaches its landmark 2024 edition, JOURNAL OF RESEARCH IN READING continues to serve as a vital conduit for innovative research and critical insights into literacy and reading education.

First Language is a prestigious journal dedicated to the study of language acquisition, development, and use, published by SAGE Publications Ltd. With an ISSN of 0142-7237 and E-ISSN 1740-2344, this journal has been a vital resource in the fields of Education and Linguistics since its inception in 1980. It proudly holds a 2023 Q1 ranking in Linguistics and Language and a Q2 ranking in Education, underscoring its significant impact and contribution to these dynamic fields. Positioned in the 91st and 90th percentiles in Scopus rankings for Language and Linguistics and Social Sciences, respectively, First Language attracts a global readership, fostering rigorous scholarly discussion and exploration. The journal is not Open Access, ensuring that its curated content maintains a high level of academic integrity and exclusivity. With a rich historical scope extending to 2024, First Language serves as an essential platform for researchers, practitioners, and students committed to advancing our understanding of language in all its complexities.

DYSLEXIA is a premier international journal published by WILEY, dedicated to advancing the understanding of dyslexia and related learning difficulties through high-quality, peer-reviewed research. With its ISSN 1076-9242 and E-ISSN 1099-0909, the journal has established itself as a crucial platform for researchers and practitioners in the fields of developmental and educational psychology, education, and experimental and cognitive psychology, achieving a commendable Q2 ranking across multiple categories in 2023. Designed to bridge the gap between research findings and practical applications, DYSLEXIA publishes articles that offer insights into the underlying mechanisms of dyslexia, intervention strategies, and policy implications, thereby fostering a multidisciplinary approach within the academic community. The journal caters to a global audience and addresses a wide range of topics essential for educators, clinicians, and researchers, ensuring that it remains a vital resource in fostering knowledge and understanding of dyslexia. With converged years of expertise spanning from 1996 to 2024, DYSLEXIA continues to play an influential role in minimising the impact of this learning difficulty on individuals’ educational trajectories and life outcomes.