期刊名称：JOURNAL OF LITERACY RESEARCH ISSN： 1086-296X 出版频率： Quarterly 出版社： SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 91320   出版社网址： http://www.nrconline.org/ 期刊网址： http://www.nrconline.org/jlr/archive/index.html 影响因子： 0.727(2015年) 0.656(2014年) 0.833(2013年) 0.393 (2012年) 0.714(2011年) 主题范畴： EDUCATION & EDUCATIONAL RESEARCH;    PSYCHOLOGY, EDUCATIONAL 期刊简介(About the journal)    投稿须知(Instructions to Authors)    编辑部信息(Editorial Board)    About the journal JLR Journal of Literacy Research is an interdisciplinary journal publishing research related to literacy, language, and schooling from preschool through adulthood. Articles published in JLR consist of original research, critical reviews of research, conceptual analyses, and theoretical essays. JLR publishes research concerning all aspects of reading and writing including the interrelationships among the various uses of language that affect literacy. Investigations of the social, affective, cognitive, pedagogical, technological, and political dimensions of literacy are appropriate for publication in JLR. Articles represent diverse research paradigms and theoretical orientations, and they employ a variety of methodologies and modes of inquiry. JLR serves as a forum for sharing divergent areas of research and pedagogy and encourages manuscripts that open dialogue among professionals in a variety of disciplines. Instructions to Authors Beginning March 1, 2001, the new editors of the Journal of Literacy Research invite submissions for possible publication in the journal. Reports on original literacy research, reviews of research, conceptual analyses, and essays from all theoretical perspectives and research paradigms that affect literacy are encouraged. In addition to papers of lengths normally found in past issues of JLR, the new editors will also consider more concise papers on research of a limited scope or nature. The new editors hope to encourage and support new ideas and approaches to literacy scholarship that may provide tentative inroads into innovative content or methods through "Research Briefs." Potential authors are encouraged to examine previous issues of JLR for topics and style of presentation. Papers submitted for publication should conform to the fourth edition of the Publication Manual of the American Psychological Association. Submissions should include a cover letter and six copies of the manuscript with all references to the authors deleted, except for the title page. The title page should include name, address, phone number, fax, and e-mail address of the first (or contact) author. Authors should also include two self-addressed stamped envelopes for acknowledgement of receipt of the article and for return of manuscript reviews. Submissions should be made to: Dr.Wayne Linek, Co-editor Journal of Literacy Research C/O Department of Elementary Education Texas A&M University -Commerce PO Box 3011 Commerce, TX 75429-3011 Questions about manuscript preparation can be directed to any editor of JLR: Wayne Linek, 903-886-5537 or Wayne_Linek@tamu-commerce.edu Nancy Padak, 330-672-2836 or npadak@literacy.kent.edu Timothy Rasinski, 330-672-0649 or trasinsk@kent.edu Elizabeth Sturtevant, 703-993-2052 or esturtev@gmu.edu Editorial Board The Editors   This issue of JLR is special in a sense that is both serendipitous and purposeful. The serendipity was the coincidental submission and ultimate acceptance of three independent manuscripts, each examining questions related to how readers respond to literature. These three independent but related articles authored, respectively, by Karla Möller and JoBeth Allen, Peggy Rice, and Linda Labbo and Melanie Kuhn are included in this issue. As the three manuscripts progressed through the review process virtually together, it occurred to us that this coincidence presented an opportunity to reflect on interpretations of response. Thus, for jlr’s regular Critical Issues piece, we decided to invite three well-known researchers in the area of reader response to comment on the current status and future direction of reader-response theory. Those commentaries, written by Richard Beach, Cynthia Lewis, and Dennis Sumara, are also included in this issue. Finally, to provide some closure, we invited the authors of each respective research article to respond to the commentaries in light of their own work. Thus, this special issue on reader-response theory was created. We hope that readers will find this unexpectedly unified special issue as stimulating to read as it was for us to coordinate. We want to thank the authors and the commentators for their participation and cooperation in putting this issue together.