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ALER Yearbook


ALER Yearbook


The editors of the ALER Yearbook, a double-blind, peer-reviewed annual publication of the Association of Literacy Educators and Researchers are:

  • Juan J. Araujo, Texas A&M University-Commerce
  • Nedra Cossa, Armstrong State University
  • Robin D. Johnson, Texas A&M University-Corpus Christi
  •  Alexandra Babino, Texas A&M University-Commerce

The editors use the following email address for all communication:

All 2017 conference presenters are encouraged to submit manuscripts based on their presentation for possible publication in the ALER Yearbook Volume 40: Engaging All Readers through Explorations of Literacy, Language & Culture

The chair of the Publications Committee is Sheri Vasinda.

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.


For information about the Yearbook, please contact Juan Araujo ~

Call for Submissions

The ALER Yearbook is an annual, double-blinded, peer-reviewed publication.  Conference presentation does not guarantee publication.  However, to be considered, a manuscript must have been accepted to the conference and previously unpublished. All manuscripts must be submitted using the provided link by February 1, 2018, 11:59 PST

The formal call for manuscripts, with specific guidelines for submissions is linked here.


In addition to the archived issues found below, back issues of the ALER Yearbook can also be found in ERIC.

The ALER Yearbook is a double peer-reviewed International journal published by the Association of Literacy Educators and Researchers (ALER), indexed in ERIC. Published pieces are drawn first from accepted conference presentations, and then peer reviewed again for acceptance for publication in the yearbook. The yearbook is not a proceedings of the conference but a peer-reviewed sample.

ALER Yearbook Archives

Volume 39 (2016 Conference)

Volume 38 (2015 Conference)

Volume 37 (2014 Conference) 

Volume 36 (2013 Conference)

Volume 35 (2012 Conference)

Volume 34 (2011 Conference)

Volume 33 (2010 Conference)

Volume 32 (2009 Conference)

Volume 31 (2008 Conference)

Volume 30 (2007 Conference)

Volume 29 (2006 Conference)

Volume 28 (2005 Conference) 

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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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