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Literacy Research and Instruction


Literacy Research and Instruction

Literacy Research and Instruction is an international refereed professional journal that publishes articles addressing  research andinstruction in reading education and allied  literacy  fields. LRI is published quarterly with approximately 1,500 copies per issue. Effective April 2020- LRI is experiencing a disruption in production due to COVID-19; electronic access only will be available until further notice.



About the Editors


Evan Ortlieb is Professor and Dean of the Zucker Family School of Education at The Citadel in Charleston, South Carolina. He obtained his PhD in Curriculum & Instruction from Louisana State University in 2007. Previously, he has taught in higher education in Australia, Singapore, and New York.


Patricia Durham is an associate professor and coordinator for the reading masters program at Sam Houston State University. She obtained her PhD in Literacy from Texas A&M University-Corpus Christi. Previously, she taught elementary school and served as a Reading Specialist.

Bethanie Pletcher is an associate professor at Texas A&M University - Corpus Christi. She obtained her EdD in Reading, Language Arts, and Literature from the University of Houston in 2013. Previous to her current position, Dr. Pletcher served as a Reading Recovery teacher, Reading Specialist, Literacy Coach, and classroom teacher.

Chase Young is an associate professor and director of the literacy doctoral program at Sam Houston State University. He obtained his PhD in Reading from the University of North Texas in 2012. Previously, he taught elementary school and also served as a literacy coach.



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 10, 000 words of narrative length. 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.

  • Alston, Danny
  • Alvermann, Donna
  • Applegate, Mary
  • Araujo, Juan
  • Assaf, Lori
  • Atkinson, Terry
  • Aydelott, Sabiha
  • Bacsal, Rhoda Myra
  • Bahous, Rima
  • Bailer, Cyntia
  • Barone, Diane
  • Beach, Kristen
  • Beckman, Marian
  • Branson, Stephanie
  • Brefeld, Rosa
  • Cahill, Mary Ann
  • Calderhead, William
  • Canady, Fawn
  • Cardullo, Vicky 
  • Carter, Hannah
  • Carter, Matthew
  • Chai, Hannah
  • Chambers Schuldt, Lorien
  • Ciecierski, Lisa
  • Clark, Sarah
  • Collet, Vicki
  • Collucci, Melissa
  • Curcic, Svjetlana
  • Davis, Marcia
  • Dean, Emily
  • DeFauw, Danielle
  • DeFrance, Nancy
  • Dennis, Danielle
  • Diarrassouba, Nagnon 
  • Falk-Ross, Francine
  • Farrow, Joyce
  • Feiker Hollenbeck, Amy
  • Ferree, Angela
  • Fine, Joyce
  • Finley, Lauren 
  • Fisher, Douglas
  • Fitzgerald, Miranda
  • Flory, Michelle 
  • Ford-Connors, Evelyn
  • Gibson, Sharan
  • Glover, Crystal 
  • Gordon Pershey, Monica
  • Graham, Steve
  • Haid, Lois
  • Hall-Kenyon, Kendra
  • Hall, Leigh
  • Hays, Melanie
  • Helfrich, Sara
  • Hodges, Tracey
  • Hoffman, Emily 
  • Holder, Ashley
  • Hruby, George
  • Hunt, Carolyn
  • Iwai, Yuko
  • Jolly , Ann
  • Jones, Cindy
  • Jones, Suzanne
  • Kavel, Rebecca
  • Kearney-Edwards, Katina
  • Kelley, Michelle
  • Kelly, Laura
  • Kerbs, Macie
  • Kersten, Sara
  • Kester, Kyle
  • Kidd, Julie
  • Killingsworth Roberts, Sherron
  • Kucan, Linda
  • Lammert, Catherine
  • Lavery, Matthew
  • Layton, Kent
  • Lazar, Althier
  • Learned, Julie
  • Leckie, Alisa
  • Lee, Elizabeth 
  • Lesley, Mellinee
  • Lilienthal, Linda
  • Linder, Roberta
  • Malloy, Jacquelynn
  • Marlatt, Rick
  • Massey, Dixie
  • Massey, Susan
  • Mathis, Janelle
  • Matthews, Sharon
  • May, Laura
  • McClanahan, Barbara
  • Meyer, Carla
  • Mohr, Kathleen A.J.
  • Montelongo, José
  • Morrison, Timothy
  • Morton-Rose, Cindy
  • Moses, Lindsey
  • Mraz, Maryann
  • Nickolson, Claudia
  • Nielson, Erika
  • O'Brien, Lisa 
  • Olshefski, Christopher
  • Ortlieb, Evan
  • Ortmann, Lisa
  • Paige, David
  • Pantaleo, Sylvia
  • Parsons, Allison
  • Parsons, Seth
  • Pennington, Sarah
  • Pigozzi, Grace
  • Ponder, John
  • Protacio, Maria
  • Quirk, Matthew
  • Rainey, Emily C.
  • Rasinski, Timothy
  • Rice, Peggy 
  • Richards, Janet
  • Roberts, Kathryn
  • Robnolt, Valerie
  • Ryan, Tammy
  • Samuel, David
  • Sand, Dianna
  • Savitz, Rachelle
  • Schachter, Rachel
  • Schey, Ryan
  • Schirmer, Barbara
  • Scott, Chyllis
  • Semingson, Peggy
  • Silvestri, Katarina
  • Soares, Lina
  • Stewart, Trevor
  • Sullivan, Pamela
  • Sylvester, Ruth
  • Szabo, Susan
  • Thoma, Jennifer
  • Tighe, Elizabeth L.
  • Toll, Cathy
  • Tong, Fuhui
  • Trainin, Guy
  • Troyer, Margaret
  • Waldron, Chad
  • Ward, Natalia
  • Warren, Amber
  • Washburn, Erin
  • Weir, Joan
  • Wickstrom, Carol
  • Wilcox, Bradley
  • Wilder, Phillip
  • William, Tom
  • Wilson, Nance
  • Wolsey, Thomas
  • Wooten, Cynthia
  • Wright, Katherine
  • Xiao, Bing
  • Yeh, Yi-Fen
  • Zygouris-Coe, Vassiliki

Call for Special Issues


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 years of 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:


Deadline date: Ongoing


Submission Procedures

Submission Procedures: Online submission is required.
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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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