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ALER Yearbook


ALER Yearbook

Please access the 2018 edition of the ALER Yearbook here.


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 2018 conference presenters are encouraged to submit manuscripts based on their presentation for possible publication in the ALER Yearbook Volume 41:Educating for a Just Society.  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  However, to be considered, a manuscript must have been accepted to the conference and previously unpublished. 

The co-chairs of the Publications Committee are Sheri Vasinda & Leslie Haas.


For information about the Yearbook, please contact

Call for Submissions

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 40 (2017 Conference)

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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