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Literacy Research and Instruction

 

Literacy Research and Instruction

ALER welcomes the new editors for Literacy Research and Instruction, a quarterly peer-reviewed journal of the Association of Literacy Educators and Researchers.

From the University of North Carolina - Charlotte, the editors for volumes 58 through 61 are:

  • Adriana L. Medina
  • Paola Pilonieta
  • S. Michael Putman
  • Jean Vintinner

If you are interested in becoming a reviewer, please send your vita to one of our editors. 

The chair of the Publications Committee is Sheri Vasinda.

SCImago Journal & Country Rank

Instructions to Authors

Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the Association of Literacy Educators & Researchers, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and related literacy fields.

 

The journal is especially focused on manuscripts that exhibit systematic methods of inquiry on topics such as professional development of teachers and reading specialists, teacher education programs, adult learning, and instructional practices. Topics of special interest to reading and literacy educators will also be considered.

Literacy Research and Instruction is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. LRI is indexed in the ERIC system and articles are reported in Research in Education. Authors are encouraged to submit articles concerned with instructional practices and/or applied or basic research of special interest to reading/literacy educators. Manuscripts should not exceed 25 pages of narrative length (excluding figures and references). Literacy Research and Instruction is published quarterly with approximately 1,500 copies per issue.

Review Process: Review of manuscripts will be impartially conducted by the Editorial Advisory Board and the editors. Accepted manuscripts may require revisions for clarity, organization, language, mechanics, and/or style. Only completed manuscripts will be reviewed. Manuscripts must be original works, which have not been published elsewhere in any form or submitted simultaneously to other journal(s) for publication. Submissions during summer months require more time for processing.

Articles submitted to Literacy Research and Instruction have a blind review by a team of three external reviewers. The acceptance rate is 15-20% and the review process takes two-three months. Please note that Literacy Research and Instruction uses CrossCheck™ software to screen papers for unoriginal material. By submitting your paper to Literacy Research and Instruction you are agreeing to any necessary originality checks your paper may have to undergo during the peer review and production processes.Literacy Research and Instruction is published by Taylor & Francis. For more information on the journal, go here.

Review Board

Members of the review board are asked to review between six and eight manuscripts a year. If you are interested in being a review board member, please email your CV to  Jean Vintinner at jpvintin@uncc.edu

  • Crawford, Patricia
  • Culyer, Richard

  • Fine, Joyce

  • Finley, Lauren

  • Flippo, Rona

  • Hitchens, Carolyn

  • Iwai, Yuko

  • Kavel, Rebecca

  • Lavery, Matthew

  • Leckie, Alisa

  • Lilienthal, Linda

  • Malloy, Jacquelynn

  • Matthews, Sharon

  • McClanahan, Barbara

  • O’Brien, Lisa

  • Pershey, Monica

  • Philippakos, Zoi Apostolia

  • Rosler, Brenda

  • Sand, Dianna

  • Savitz, Rachelle

  • Scott, Chyllis

  • Soares, Lina

  • Thoma, Jennifer

  • Warren, Amber N

  • Weir, Joan

  • William, Tom

  • Young, Chase

Call for Special Issues

Call for Submissions

Special Issue Topic: Digital Literacy

Literacy Research and Instruction will be publishing a special topics issue in 2017 focused on Digital Literacy.

Education in the digital age requires multiple levels and forms of engagement. This special issue seeks to publish inquiries of literacy educators and researchers that examine the role and power of technology on literacy and teaching, from P-12 teachers to university faculty, and the related impact on student outcomes and the development of students’ digital literacy skills. This special issue aims to address topics such as:

  • New Literacies

  • Information and communication technologies

  • Online research and comprehension

  • Digital media

  • Digital literacy

  • Media and information literacy

  • Reading, writing, and communicating with new technologies

  • Preparation of teacher candidates for technology integration

  • Social media

This call for manuscripts is intended as a guide to authors as they consider manuscripts for submission around the topic of digital literacy. In general, the editorial team of Literacy Research and Instruction encourages submission of manuscripts that focus on instructional methods, practices, and strategies related to reading/literacy and of interest to literacy educators and researchers. The cover letter associated with the manuscript should note the manuscript is being submitted for consideration within the special issue on digital literacy. Manuscripts should keep within 25 pages in length, excluding figures and references. Two electronic versions of the manuscript need to be submitted; one will be for blind review. Authors are asked to use the standards in the American Psychological Association Manual, 6th Edition. Submission guidelines can be found online at: http://mc.manuscriptcentral.com/ulri

 

Deadline date: Manuscripts must be submitted by December 1, 2017, for consideration for publication within the special issue on digital literacy in June 2018.

Editors

 

Call for Submissions

Special Issue Topic: College Literacy

 

Literacy Research and Instruction will be publishing a special topics issue in 2019 focused on College Literacy.

College and career readiness guidelines have raised awareness of the need to support students’ literacy development through high school and post-secondary education. This special issue seeks to publish inquiries of literacy educators and researchers that examine the issues surrounding the literacy skills needed for students to be successful in college and beyond and what K-12 educators can do to support students’ literacy development. This special issue aims to address topics such as:

  • Comprehensive and accurate measures of literacy proficiency for high school and college students

  • Impact of college- and career-ready standards on students’ abilities

  • Identifying literacy skills required for students’ success in college

  • Examining literacy skills necessary for success in different careers/courses of study

  • Effective remediation programs for college students

 

This call for submission is intended as a guide to authors as they consider manuscripts around the topic of college literacy. In general, the editorial team of Literacy Research and Instruction encourages submission of manuscripts that focus on instructional methods, practices, and strategies related to reading/literacy and of interest to literacy educators and researchers. The cover letter associated with the manuscript should note the manuscript is being submitted for consideration within the special issue on college literacy. Manuscripts should keep within 25 pages in length, excluding figures and references. Two electronic versions of the manuscript need to be submitted; one will be for blind review. Authors are asked to use the standards in the American Psychological Association Manual, 6th Edition. Submission guidelines can be found online at: http://mc.manuscriptcentral.com/ulri

 

Deadline date: Manuscripts must be submitted by June 1, 2018, for consideration for publication within the special issue on global literacy in January 2019.

Editors

 

Call for Submissions

Special Issue Topic: Teacher Education

Literacy Research and Instruction will be publishing a special topics issue in 2019 focused on Teacher Education.

This special issue takes a broad perspective on teacher education focusing on both the teacher educators and the preservice/inservice teachers they educate. This special issue aims to disseminate information on topics such as the following:

  • Implications of initial licensure teacher performance assessments on the curriculum

  • Policy Initiatives impacting teacher education

  • Impact of changing standards on teacher education

  • Innovative models for clinical experience

  • New directions in teacher education

  • Teacher candidates’ voices in education program

 

This call for manuscripts is intended as a guide to authors as they consider manuscripts for submission around the topic of teacher education. In general, the editorial team of Literacy Research and Instruction encourages submission of manuscripts that focus on instructional methods, practices, and strategies related to reading/literacy and of interest to literacy educators and researchers. The cover letter associated with the manuscript should note the manuscript is being submitted for consideration within the special issue on teacher education. Manuscripts should keep within 25 pages in length, excluding figures and references. Two electronic versions of the manuscript need to be submitted; one will be for blind review. Authors are asked to use the standards in the American Psychological Association Manual, 6th Edition. Submission guidelines can be found online at: http://mc.manuscriptcentral.com/ulri

 

Deadline date: Manuscripts must be submitted by December 1, 2018, for consideration for publication within the special issue on teacher education in June 2019.

Editors

 

Call for Submissions: Emerging Scholars Series

 

Literacy Research and Instruction introduces the Emerging Scholars Series. This section of the journal will be devoted to publishing articles written by new scholars in the field of literacy education.

 

This call for submission is intended as an opportunity for doctoral candidates or faculty members with less than two year experience to publish ongoing research or work in progress. In general, the editorial team of Literacy Research and Instruction encourages submission of manuscripts that focus on instructional methods practices, and strategies related to reading/literacy and of interest to literacy educators and researchers.

 

The cover letter associated with the manuscript should note the manuscript is being submitted for consideration within the Emerging Scholars Series of Literacy Research and Instruction. Manuscripts should be less than 10 pages in length, including figures and references. Manuscripts will undergo editor review only. Each manuscript should include a brief literature review, methodology, and preliminary findings associated with the research being described. Authors are asked to use the standards in the American Psychological Association Manual, 6th Edition. Submission guidelines can be found online at: http://mc.manuscriptcentral.com/ulri

 

Deadline date: Ongoing

Editors

Submission Procedures

Submission Procedures: Online submission is required.
Go to:
http://mc.manuscriptcentral.com/ulri

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includes a subscription to Literacy Research and Instruction.

Members only link to LRI archives

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ALER seeks to stimulate the self-development and professional growth of professors, teachers, reading specialists and students at all educational levels. We encourage the continuing improvement of college and university curricula and assist preparation programs for teachers and reading specialists. Our members work at the forefront of policy, pedagogy and practice.  Further, we encourage the continuing improvement of administrative, clinical, diagnostic and instructional practices related to the learning process.
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