Reading & Writing Quarterly《读写季刊》（双月刊）. 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.

Reading and Writing《阅读与写作》（一年10期）. Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education.

Psicología Educativa《教育心理学》（半年刊）. La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación.

Measurement in Physical Education and Exercise Science《体育与运动科学的测量》（季刊）. The scope of Measurement in Physical Education and Exercise Science (MPEES) covers original measurement research, special issues, and tutorials within six substantive disciplines of physical education and exercise science. Six of the seven sections of MPEES define the substantive disciplines within the purview of the original research to be published in the journal: Exercise Science, Physical Activity, Physical Education Pedagogy, Psychology, Research Methodology and Statistics, and Sport Management and Administration. The seventh section of MPEES, Tutorial and Teacher’s Toolbox, serves to provide an outlet for review and/or didactic manuscripts to be published in the journal. Special issues provide an avenue for a coherent set of manuscripts (e.g., four to five) to collectively focus in-depth on an important and timely measurement-related issue within the scope of MPEES. The primary aim of MPEES is to publish high-impact manuscripts, most of which will focus on original research, that fit within the scope of the journal.

Mind, Culture, and Activity《思想、文化和活动》（季刊）. Mind, Culture, and Activity (MCA) is an international forum for the publication of peer-reviewed articles that examine the way that mind and culture are constituted in a wide variety of human activities. We seek to promote dialogue among different schools of thought theorizing relationships between the human mind and the sociocultural environments it inhabits. We place emphasis upon research that takes a critical stance towards questions of human praxis and development, including a reflexive stance towards the researchers own practices. In particular, authors are advised to critically scrutinize their research practices and categories to avoid characterizing psychological and cultural diversity in terms of deficits. Studies that deal with cultural historical phenomena, such as emergent forms of mediation, relationality, ethical practice, power relations, politics of learning, or social justice, are encouraged. We especially encourage work that situates the studies of mind, culture, and activity in the Anthropocene epoch, attending to the challenges and issues that it brings forth.

Journal of Intellectual & Developmental Disability《智力与发展性障碍杂志》（季刊）. Journal of Intellectual and Developmental Disability ( formerly the Australia and New Zealand Journal of Developmental Disabilities) is the official journal of the Australasian Society for Intellectual Disability (ASID). JIDD is an international, multidisciplinary journal in the field of intellectual and developmental disability. JIDD publishes substantive original research from both established and newer academic disciplines (such as sociology and geography) that address the situation and concerns of people with intellectual disabilities, and their families and staff. It accepts research into commonly associated developmental and neurodevelopmental disabilities only when these are in conjunction with intellectual disability. JIDD welcomes qualitative, quantitative and mixed method research; formal literature reviews; well-structured case studies, and theoretically-informed commentaries. It also reviews highly specialist books that are unlikely to be reviewed in other ID journals.

Australian Journal of English Education《澳大利亚英语教育杂志》（一年3期）. Australian Journal of English Education is the peer reviewed research journal of AATE. Articles in this journal reflect dilemmas, debates and concerns facing current contemporary English educators in Australia and elsewhere.