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The authors examine the relationship between writing quality, readability, and selectivity of seventeen education journals. They find that the quality of writing and readability did not vary as a function of selectivity; journals that are more selective about the work they publish tend to feature more complex forms of writing; and general-interest journals are significantly more selective than those with a mandate to publish work in a specialized field.

Are the Best Higher Education Journals Really the Best? A Meta-Analysis of Writing Quality and Readability