期刊名称：READING TEACHER
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
The Reading Teacher is an open forum for educators interested in literacy instruction for children through age 12. Articles are written for teachers, and deal with practical teaching ideas that are grounded in theory and research.
Guidelines
Be constructive. Reviews should be professional and courteous. Authors invest a great deal in their manuscripts, and your comments to them should be helpful and instructive. If you recommend rejection, provide feedback for improvement or for future studies or articles. You might also suggest other publication outlets.
Be scholarly. Substantiate your judgments; don't simply offer opinions. Focus on content, style, reasoning, and audience appropriateness. Is the manuscript original? Does it provide a fresh view or synthesis of existing knowledge? Does it convey the intended message clearly and concisely? Is the literature review adequate? Provide citations when you refer to published sources.
Be a reviewer, not a copy editor. Focus on the big issues. Rather than pointing out every flaw, detail only those that most support your recommendation of revision or rejection. However, if the form is so poor that revision would require starting over, rejection is justifiable. Do not spend time noting errors in spelling, punctuation, and grammar. Editorial staff will handle these details.
Be specific. Comments should inform authors and editors of the rationale for your recommendation. Provide authors with substantive, concrete suggestions about the strengths and weaknesses of their work. Regardless of your recommendation, offer extensive comments so that the editors can fairly adjudicate a manuscript in the event of conflicting reviews.
Be open-minded. You may be asked to review a manuscript that employs a theoretical or methodological orientation or cultural perspective different from your own. Evaluate it on its own terms, but don't hesitate to indicate how it might benefit from your perspective.
Be ethical. Our review standard is double blind: Neither authors nor reviewers are revealed to one another. If you discern an author's identity, the integrity of the review process may be compromised. Please inform journals staff about the conflict of interest.
Manuscripts under review are confidential. Do not discuss, circulate, or quote from manuscripts except in communication with the editors or journals staff. If you are concerned that the material under review has been previously published, alert journals staff.
Be mindful of length. Full-length manuscripts should not exceed 6,000 words (appx. 20 pages). Teaching Tips pieces are typically 1,500 words and focus on a single research-based classroom strategy. Note if the manuscript includes material not essential to its purpose. If you recommend revisions that will extend the text, point the author to nonessential sections that could be deleted or condensed.
Be timely. Always complete your evaluation by the date indicated. If you are unable to do so, contact journals staff immediately.
Be available. Editorial Review Board members review once or twice per month; ad hoc members review as needed, up to 4 or 5 times per year. RT receives over 400 manuscripts annually. Each article is considered by two Editorial Review Board members and one ad hoc reviewer; Teaching Tips are considered by two board members.
Appointment to the Editorial Review Board is for the calendar year, and precedes the volume year (September to May) in which members are listed in the journal. (See current members.) Ad hoc reviewers are acknowledged in the final issue of each volume.
Be wired. High-speed Internet connection, e-mail, and up-to-date browser software are required as manuscript review is conducted online.
Be in touch. Please inform journals staff of changes in affiliation or extended absences. Keep your contact information current by updating your reviewer profile in the online system. Contact staff any time with questions or concerns. We value your feedback!
Instructions to Authors
Submission Types
Articles for either RT or JAAL should
Be related to practice, research, and/or theory
Be original and not previously published
Have a clear purpose, discuss the topic in some depth, and be written in a straightforward style
Not exceed 20 double-spaced pages (approximately 6,000 words)
In addition, The Reading Teacher seeks submissions for its "Teaching Tips" feature. These should be no more than six double-spaced pages, and have a single focus with explicit classroom application. Brief annotated bibliographies of resources on a particular topic (no more than 500 words) may also be considered. For JAAL, submissions for the "First Person" department should be no more than six to ten pages (1,500 to 2,500 words).
Preparing Your Submission
All submissions must be available as an electronic file for example, a word-processed document prepared with any common software package. When naming your files please use simple filenames and include the three-letter file extension (e.g., .doc, .rtf, .eps, .jpg, .tif). Submissions must follow "APA style," as outlined in the Publication Manual of the American Psychological Association (5th ed.).
The manuscript should be double-spaced throughout, including quotations and references, and should not include footnotes. You are required to submit a brief abstract or summary, not exceeding 200 words.
References must be prepared in strict adherence to APA style. Authors should not cite or reference themselves by name but instead use only the word author followed by the publication date, with no coauthor names or publication titles. Alphabetize such references under the letter A.
Include tables or figures only if they simplify or clarify the presentation, and limit their number. Prepare figures and graphics using applications capable of generating high-resolution files (e.g., .tif, .eps, .jpg). Do not embed figures and tables within your text, but rather, upload them as separate files (see instructions below).
Permission must be obtained to use any material from another copyrighted source, whether published or unpublished. Releases must also be obtained for use of any person's work or likeness. Refer to the copyright information for more details on requirements.
Manuscript Central
Announcing "Manuscript Central," a new online service for manuscript submission and tracking. Just follow the instructions below.
RT seeks particularly manuscripts on practical topics for the "Teaching Tips" department.
Read about RT's editors and review board
JAAL seeks particularly opinion pieces, commentary, and personal reflections on classroom practice for its "First Person" department.
Read about JAAL's editors and review board
Submitting Your Manuscript
Manuscripts should be submitted through IRA's Manuscript Central online submission site. Proceed as follows:
Go to the Manuscript Central submission site (http://mc.manuscriptcentral.com/ira).
Create your account, or log in if you already have an account. Use the drop down menu to select the IRA publication to which you wish to submit. Click the "Author Center" link.
Click the Blue star, or the "Submit a Manuscript" link found in the upper left menu bar. Then fill in the required fields and follow the instructions of how to complete the submission process. The Manuscript Central site requires that you first prepare your manuscript files (Word files, graphic files, image files, etc.), and then upload them as part of the submission process. There are instructions posted on each page of the site to help you through the process. IRA runs a double-blinded peer review process, so you will be required to upload a Main Document, and a Blinded Copy that masks the identities of all authors.
Decisions
Authors are generally notified of a decision within three months of receipt of submission. Articles are judged primarily for their contribution to the field, usefulness to teachers or researchers, timeliness, freshness of approach, and clarity and cohesiveness of presentation. Selection also depends on editorial determination of overall balance of content in the journal.
For more information about writing for RT or JAAL, contact IRA's Publications Division.
Editorial Board
Editorial review board
Mary I. Abbott,
University of Kansas, USA
Patricia A. Adams,
Dr. Bagnall School, USA
Marino C. Alvarez,
Tennessee State University, USA
Elizabeth B. Anderson,
Eastview Elementary School, USA
Anthony J. Applegate,
Holy Family University, USA
Mary DeKonty Applegate,
St. Joseph's University, USA
Lori Czop Assaf,
Texas State University-San Marcos, USA
Maria Barillas,
Greenwood Elementary School, USA
Diane Barone,
University of Nevada-Reno, USA
Nancy Parks Bertrand,
Middle Tennessee State University, USA
Janet M. Beyersdorfer,
J.W. Riley Elementary School, USA
Camille L.Z. Blachowicz,
National-Louis University, USA
Mary Jane Bliss,
Willyard Elementary School, USA
Kathy Bold,
East Side Elementary School, USA
Karen Bromley,
Binghamton University, USA
Gregory W. Brooks,
St. John Fisher College, USA
Annette Marie Bruno,
Kutztown University, USA
Denise Cloonan Cortez Andersen,
Northeastern Illinois University, USA
Theresa H. Cronan,
University of Arkansas, USA
Sarah L. Dowhower,
Miami University of Ohio, USA
Francine C. Falk-Ross,
Northern Illinois University, USA
Nancy W. Fordham,
Bowling Green State University, USA
Carol J. Fuhler,
Iowa State University, USA
Irene Gaskins,
Benchmark School, USA
Robert Gaskins,
Benchmark School, USA
Sharon Ruth Gill,
Murray State University, USA
Gina A. Goble,
Lincoln School Annex, USA
Yetta Goodman,
University of Arizona, USA
Dana L. Grisham,
California State University, USA
Honey Halpern,
University of British Columbia, Canada
Marjorie R. Hancock,
Kansas State University, USA
Kathy N. Headley,
Clemson University, USA
John Parks Helfeldt,
Texas A&M University, USA
William Henk,
Marquette University, USA
Marie F. Holbein,
University of West Georgia, USA
Jeff Horowitz,
Windsor, ON, Canada
Lois E. Huffman,
North Carolina State University, USA
John E. Jacobson,
Stephen F. Austin State University, USA
Tamara Jetton,
James Madison University, USA
Francine R. Johnston,
University of North Carolina at Greensboro, USA
Laura Justice,
University of Virginia, USA
Patricia Proudfoot Kelly,
Virginia Tech, USA
Michael W. Kibby,
University at Buffalo, State University of New York, USA
Barbara Kraemer-Cook,
Charles River School, USA
Sherry Kragler,
Ball State University, USA
Diane Lapp,
San Diego State University, USA
David Lund,
Southern Utah University, USA
Scott A. Mackin,
Merrill Area Public Schools, USA
Peter McDermott,
The Sage Colleges, USA
Nancy A. McDonough,
Walter Stillman School, USA
Lea M. McGee,
The University of Alabama, USA
Lawrie McKeith,
Yellowknife Education District NO1, Canada
Marlene V. Meisels,
Chicago, IL, USA
Kathleen A. Mohr,
The University of North Texas, USA
Rita A. Moore,
The University of Montana-Western, USA
Evangeline Newton,
The University of Akron, USA
Nancy Padak,
Kent State University, USA
Rosemary G. Palmer,
Boise State University, USA
Edward E. Paradis,
University of Wyoming, USA
Faridah Pawan,
Indiana University, USA
Sharon M. Peck,
State University of New York, Geneseo, USA
Sylvia Read,
Utah State University, USA
Sherron Killingsworth Roberts,
University of Central Florida, USA
Emily M. Rodgers,
The Ohio State University, USA
Mary F. Roe,
Washington State University, USA
Lynn Romeo,
Monmouth University, USA
Andrea F. Rosenblatt,
Barry University, USA
Isabel Schon,
California State University, San Marcos, USA
Victoria N. Seeger,
Pleasant Hill Elementary School, USA
Frank W. Serafini,
University of Nevada-Las Vegas, USA
Mary Shoop,
Washburn University, USA
John A. Smith,
Utah State University, USA
Bird B. Stasz,
Elon University, USA
Margaret-Mary M. Sulentic,
East Baton Rouge Parish School System, USA
Jeanne Swafford,
Mississippi State University, USA
Terre Sychterz,
Kutztown University, USA
Keith J. Topping,
University of Dundee, Scotland
Jan Turbill,
University of Wollongong, Australia
Jean F. Turner,
Payson, UT, USA
Sheila W. Valencia,
University of Washington, USA
Anne B. Walker,
University of North Dakota, USA
Debra K. Wellman,
Rollins College, USA
Shelley B. Wepner,
Manhattanville College, USA
Pamela J. Winsor,
University of Lethbridge, Canada
Jo Worthy,
University of Texas, USA
Shelley Hong Xu,
California State University, Long Beach, USA
Elizabeth Yanoff,
University at Albany, USA
Hallie Kay Yopp,
California State University, Fullerton, USA
Terrell A. Young,
Washington State University, USA
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