Reading in a Foreign Language

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The online journal Reading in a Foreign Language (RFL) is a scholarly international refereed journal originally founded as a print journal in 1983 at the University of Aston, Birmingham, England. The journal moved to the University of Hawaiʻi at Mānoa in 2002 under the co-editorship of Richard R. Day and Thom Hudson, and Reviews Editor Anne Burns. It is supported by the National Foreign Language Resource Center (NFLRC). Reading in a Foreign Language has established itself as an excellent source for the latest developments in the field, both theoretical and pedagogic, including improving standards for foreign language reading. This fully-refereed journal is published twice a year, in April and October. The editors seek manuscripts concerning both the practice and theory of learning to read and the teaching of reading in any foreign or second language. Reviews of scholarly books and teaching materials, conference reports, and discussions are also solicited. The language of the journal is English, but lexical citations of languages other than English are acceptable. Additionally, the journal encourages research submissions about reading in languages other than English. From time to time, special issues are published on themes of relevance to our readers. Please see our submission guidelines for more information. Although RFL is a free online journal, we would appreciate your support as a subscriber. This will assist us in continuing to obtain institutional support for the journal, keeping it free of charge. Please take a few minutes to visit our subscription page.

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Volume 20, No. 2 Special Issue: Reading and Vocabulary

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Volume 21, No. 1 Special Issue: Reading in Languages Other Than English

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Volume 22, No. 1 Special Issue: In Honor of Paul Nation

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Volume 25, No. 1 Special Issue: Reading in Less Commonly Taught Languages

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Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing

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Volume 28, No. 2 Special Issue: Celebrating Linguistically Diverse Learners of St. Louis: Responsive Research and Practice for Literacy

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Volume 32, No. 2


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