Journal of Literacy Research
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Journal of Literacy Research

2015 Impact Factor: 0.727
2015 Ranking: 144/230 in Education & Educational Research | 47/57 in Psychology, Educational
2016 Release of Journal Citation Reports, Source: 2015 Web of Science Data
Published on behalf of Literacy Research Association

Editor
Misty Sailors The University of Texas at San Antonio, USA
Co-Editors
Miriam Martinez The University of Texas at San Antonio, USA
Dennis Davis The University of Texas at San Antonio, USA
Virginia Goatley University at Albany, State University of New York, USA
Associate Editors
Arlette Willis University of Illinois, Urbana-Champaign, USA


eISSN: 15548430 | ISSN: 1086296X | Current volume: 48 | Current issue: 2 Frequency: Quarterly

The Journal of Literacy Research (JLR) is an interdisciplinary peer-reviewed journal that publishes research related to literacy and literacy education from preschool through adulthood. JLR publishes research and scholarly papers, including original research and essays in its Insights column. 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 innovative areas of research and pedagogy and encourages papers that disrupt traditional notions of literacy and literacy instruction.

Because JLR serves as an open forum, readers should not construe the contents as implying advocacy or endorsement by the Literacy Research Association, its officers, or its members. This journal is a member of the Committee on Publication Ethics (COPE).

JLR’s current acceptance rate is approximately 8%. Abstracts in languages other than English are regularly made available (i.e., Arabic, Chinese, French, German, Japanese, Portuguese, Russian, & Spanish).

The Journal of Literacy Research (JLR) is an interdisciplinary peer-reviewed journal that publishes research related to literacy, language, and literacy and language education from preschool through adulthood. JLR publishes research and scholarly papers, including original research, critical reviews of research, conceptual analyses, and essays. 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 innovative areas of research and pedagogy and encourages papers that disrupt traditional notions of literacy and literacy instruction. Because JLR serves as an open forum, readers should not construe the contents as implying advocacy or endorsement by the Literacy Research Association, its officers, or its members.

Editorial Assistants
Crystal Comfort The University of Texas at San Antonio, USA
Jessica Gonzales The University of Texas at San Antonio, USA
Rebecca Stortz The University of Texas at San Antonio, USA
Literacy Research Association Executive Committee
Patricia Enciso, President The Ohio State University, USA
Janice Almasi, Past President University of Kentucky, USA
Gay Ivey, Vice President University of Wisconsin-Madison, USA
Gwendolyn McMillon, Treasurer Oakland University, USA
Rebecca Rogers, Prsident-Elect/2016 Conference Chair University of Missouri-St. Louis, USA
Lynn Shanahan, Secretary State University of New York at Buffalo, USA
Patriann Smith, Parliamentarian Texas Tech University, USA
Literacy Research Association Board Members
Kelly Cartwright, Ethics Chair Christopher Newport University, USA
Grace Enriquez, Field Council Chair Lesley University, USA
Lara Handsfield, Research Co-Chair Illinois State University, USA
Rachel Karchmer-Klein, Publications Chair University of Delaware, USA
Jayne Lammers, Technology Chair University of Rochester, USA
Judith Lysaker, Research Co-Chair Purdue University, USA
Anne McGill-Franzen, Policy & Legislative Chair University of Tennessee, USA
Detra Price-Dennis, Ethnicity, Race & Multilingualism Chair Teachers College, Columbia University, USA
Literacy Research Association Board Directors
Randy Bomer The University of Texas at Austin, USA
Elizabeth Dutro University of Colorado Boulder, USA
Guofang Li University of British Columbia, Canada
Marla H. Mallette Binghamton University, USA
Carmen Medina Indiana University, USA
David O'Brien University of Minnesota, USA
Diane Schallert The University of Texas at Austin, USA
Sharon Walpole University of Delaware, USA
Deborah Wells Rowe Vanderbilt University, USA
Editorial Review Board
Patricia A. Alexander University of Maryland, USA
Richard R. Allington University of Tennessee, USA
Donna Alvermann University of Georgia, USA
Jim Anderson University of British Columbia, Canada
Evelyn Arizpe University of Glasgow, Scotland
Maren Aukerman Stanford University, USA
April Baker-Bell Michigan State University, USA
Eurydice Bauer University of Illinois, Urbana-Champaign, USA
James Baumann University of Missouri, Columbia, USA
Richard Beach University of Minnesota, USA
Rita Bean University of Pittsburgh, USA
Thomas W. Bean Old Dominion University, USA
Mollie V. Blackburn The Ohio State University, USA
David Bloome The Ohio State University, USA
Gail Boldt Pennsylvania State University, USA
Randy Bomer The University of Texas at Austin, USA
Stergios Botzakis University of Tennessee, USA
Deborah Brandt University of Wisconsin-Madison, USA
Carol Brochin University of Arizona, USA
Maneka Brooks Texas State University, USA
Wanda Brooks Temple University, USA
Gerald Campano University of Pennsylvania, USA
Joanne Carlisle University of Michigan, USA
Gina N. Cervetti University of Michigan, USA
Byoung-Young Cho University of Pittsburgh, USA
Julie Coiro University of Rhode Island, USA
Catherine Compton-Lilly University of Wisconsin-Madison, USA
Mark Conley University of Memphis, USA
Thomas Crisp Georgia State University, USA
Jerry D'Agostino The Ohio State University, USA
Bridget Dalton University of Colorado Boulder, USA
Deborah Dillon University of Minnesota, USA
Curt Dudley-Marling Boston College, USA
Elizabeth Dutro University of Colorado Boulder, USA
Julie Dwyer Boston University, USA
Patricia Edwards Michigan State University, USA
Patricia Enciso The Ohio State University, USA
Carol Sue Englert Michigan State University, USA
Grace Enriquez Lesley University, USA
Kathy Escamilla University of Colorado Boulder, USA
Marjorie Faulstich Orellana University of California, Los Angeles, USA
Rachel Gabriel University of Connecticut, USA
Janet S. Gaffney The University of Auckland, New Zealand
James Gavelek University of Illinois, Chicago, USA
James Gee Arizona State University, USA
Jennifer Graff University of Georgia, USA
Priscilla L. Griffith University of Oklahoma,USA
Marcelle Haddix Syracuse University, USA
Kathleen A. Hinchman Syracuse University, USA
Rosalind Horowitz The University of Texas at San Antonio, USA
George G. Hruby University of Kentucky, USA
Laura Jimenez Boston University, USA
Lamar Johnson Miami University, USA
James R. King University of South Florida, USA
Valerie F. Kinloch The Ohio State University, USA
Michele J. Knobel Montclair State University, USA
Donald J. Leu University of Connecticut, USA
Cynthia Lewis University of Minnesota, USA
Tisha Lewis Ellison University of Georgia, USA
Guofang Li University of British Columbia, Canada
Julia Lopez-Robertson University of South Carolina, USA
Beth Maloch University of Texas, Austin, USA
Patrick Manyak University of Wyoming, USA
Anne McGill-Franzen The University of Tennessee, USA
Margaret McKeown University of Pittsburgh, USA
Mary McVee State University of New York at Buffalo, USA
Samuel D. Miller University of North Carolina, Chapel Hill, USA
SJ Miller University of Colorado Boulder, USA
Kathy A. Mills Queensland University of Technology, Australia
George Newell The Ohio State University, USA
Christine C. Pappas University of Illinois, Chicago, USA
Jeanne Paratore Boston University, USA
David P. Pearson University of California, Berkeley, USA
Nathan Phillips University of Illinois, Chicago, USA
Detra Price-Dennis Teachers College, Columbia University, USA
David P. Reinking Clemson University, USA
Iliana Reyes University of Arizona, USA
Vicky Risko Vanderbilt University, USA
Rebecca L. Rogers University of Missouri, St. Louis, USA
Marjorie Siegel Teachers College, Columbia University, USA
Peter Smagorinsky University of Georgia, USA
Patrick Smith The University of Texas at El Paso, USA
Melanie Sperling University of California, Riverside, USA
Keonghee Tao Han University of Wyoming, USA
Alfred W. Tatum University of Illinois, Chicago, USA
Ebony Elizabeth Thomas University of Pennsylvania, USA
Robert Tierney University of British Columbia, Canada
Jennifer Turner University of Maryland, USA
Norman Unrau California State University Los Angeles, USA
Doris Walker-Dalhouse Marquette University, USA
Ian A. Wilkinson The Ohio State University, USA
Amy Alexandra Wilson Utah State University, USA
Jo Worthy The University of Texas at Austin, USA
Haeny Yoon Teachers College, Columbia University, USA
Translators
Mahmoud Azaz, Arabic Translator University of Arizona, USA
Olga Bever, Russian Translator University of Arizona, USA
Susan Corapi, French Translator University of Arizona, USA
Ana Christina da Silva Iddings, Portuguese Translator University of Arizona, USA
Roberto S. de Roock, Spanish Translator University of Arizona, USA
Peter M. Ecke, German Translator University of Arizona, USA
Malena Samaniego, Spanish Translator University of Arizona, USA
Xin Zhang, Chinese Translator University of Arizona, USA
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  • Submit your manuscript to The Journal of Literacy Research (JLR) here: http://mc.manuscriptcentral.com/jlr

    The
    Journal of Literacy Research (JLR) is an interdisciplinary peer-reviewed journal that publishes research related to literacy, language, and literacy and language education from preschool through adulthood. JLR publishes research and scholarly papers, including original research and essays through its Insights column. JLR serves as a forum for sharing innovative areas of research and encourages papers that disrupt traditional notions of literacy and literacy instruction.

    The editorial team invites the submission of manuscripts that represent diverse research paradigms and theoretical orientations, and that employ a variety of methodologies and modes of inquiry as a way of re-humanizing the children, youth, teachers, and communities with whom we work. In order to expedite the review process, the team is committed to a timely review of manuscripts. For questions about the goals of the JLR, please contact the editor (jlr@utsa.edu).

    Because JLR serves as an open forum, readers should not construe the contents as implying advocacy or endorsement by the Literacy Research Association, its officers, or its members.

    In a new JLR feature section, the Insights essays will address critical policy issues important to literacy educators. The column will include a range of topics and formats, such as policy critiques, perspectives on policy and practice, responses to published research articles, and commentaries on research findings. Intended to be a consideration of long-term issues within current literacy frameworks, the column will discuss policies associated with larger educational constructs (e.g., teacher education and assessment). Each issue will have an Insights feature of 3000 words or less, drawing on both invited and submitted manuscripts. For further information about Insights, contact Virginia Goatley (vgoatley@albany.edu).

    To celebrate the 50th anniversary of the JLR, each issue in volume 50 will include a retrospective article that offers multiple perspectives and shares accomplishments, challenges, and contributions of JLR to literacy research. We encourage authors to identify the ways that literacy research of the past has influenced the present, to explicate how current literacy research impacts our work, and to envisage the role of literacy research in the future. For further information, contact Arlette Willis (aiwillis@illinois.edu).

    Editorial Policy on Manuscript Review

    Submitted manuscripts are first reviewed by the editors for research integrity, topic suitability, and reporting format and may be returned without further review if judged not appropriate for publication in JLR. Manuscripts meeting initial screening criteria are sent to members of the editorial board or other qualified literacy researchers for blind review. The principal criteria used in judging manuscripts are the: (a) significance of their contribution to the field of literacy, (b) soundness of the methods employed in the research, (c) rigor of the scholarly argument(s), and (d) clarity of the writing. The editors strongly encourage potential authors to consult the following two documents as applicable in the shaping of their intellectual arguments: “Standards for Reporting Empirical Social Science Research” (AERA, 2006) and “Standards for Reporting Humanities Oriented Research” (AERA, 2009) which can be found at www.aera.net. Potential contributors who have specific questions about editorial policy, manuscript preparation, or the review process are encouraged to contact Misty Sailors, Editor, Journal of Literacy Research, College of Education and Human Development, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249. Email: jlr@utsa.edu.

    Manuscript Preparation

    Potential authors are encouraged to align their work with the goals of the journal and are encouraged to examine previous issues of JLR for style of presentation. We encourage authors to capitalize on the research presented in previous issues of JLR by checking that submitted papers are making sufficient reference to the JLR.

    We encourage authors to avoid dehumanizing language such as “struggling reader,” “failing schools,” “dyslexics,” “special education students,” and “high poverty schools.” We also encourage authors to avoid bias in their language related to gender and the representation of gender in their work.

    All manuscripts submitted to the JLR must be original works of the author(s), which have not been published previously in any form or submitted simultaneously to other journals for publication.

    Manuscript Submission

    Manuscripts must be blinded and double-spaced. Your submission should be under 9,500 words for full manuscripts and 3,000 for the Insights column, excluding references. All submissions must conform to the guidelines of American Psychological Association’s Manual of Style (6th ed). Space for printed graphical elements is limited, so there should be no more than a total of 3-5 tables, figures or photographs included which are directly germane to the main argument of the paper. Supplementary graphical materials such as lengthy appendices, tables, or figures should be submitted as supplemental materials. Upon acceptance and publication, these supplemental materials may be retrieved by interested readers from an online archive supported by SAGE with the URL link printed in the final article. Citations to this archive can be listed as follows: (see Table, Figure XX in the online, supplementary archive [URL supplied by SAGE]). These supplementary materials must conform to APA guidelines for such graphical elements.

    Additionally, please adhere to the following guidelines:

    • submission of 8 ½” x 11” manuscript with 1” margins in Microsoft Word format

    • 12pt Times New Roman font and double-spaced

    • running header (the title of the manuscript in all capital letters) flush left and page numbers flush right

    • first line of all paragraphs indented

    • abstracts are not indented

    • block quotations (40 words or more) should be indented 1/2 inch

    • headings and reference list in APA format

    • references to the author(s) must be deleted and replaced with “Author(s)” and author(s) own citations in the reference list should be alphabetically ordered as “Author. (Year).”for blinding purposes.

    Submissions to JLR are managed through SAGE Track, JLR’s online manuscript tracking system: http://mc.manuscriptcentral.com/jlr. First-time users will need to create an account by selecting a username and password. Be sure to enter your email address and select areas of expertise. After creating an account, log in to the Author Center to submit your manuscript.

    Submission should include:

    (a) blinded manuscript following the guidelines above

    (b) separate title page including name, address, phone number, email address, and a short (2-3 sentence) biography of the author and all coauthors

    (c) one-paragraph abstract limited to 200 words should accompany all submissions. The abstract should be written without citations. Please include keywords (the terms that researchers will use to find your article in indexes and databases) at the bottom of the abstract. Please limit your keywords to no more than five key terms.

    Tables and Figures. Placement and titles for tables and figures in the text should follow APA formatting. Tables and figures should be uploaded as a separate document.

    Illustrations. Figures and photos accompanying an initial submission must be provided as production-ready. Digital files are recommended for highest quality reproduction and should follow these guidelines: 300 dpi or higher; sized to fit on journal page; EPS, TIFF, JPEG, and PDF files are preferred; Microsoft Office files are also acceptable as long as they meet the other guidelines listed here. Please submit illustrations as separate documents, not embedded in text files, and submit in grayscale, not color.

    Permissions. Authors are responsible for all statements made in their work and for obtaining permission from copyright owners to use a lengthy quotation (exceeding the limits of fair use) or to reprint or adapt a table or figure published elsewhere. Authors should write to the original author(s) and publisher of such material to request nonexclusive world rights in all languages for use in print and non-print versions of the present article and in all future editions. Provide copies of all permissions and credit lines obtained.

    SAGE Choice and Open Access

    For more information on open access options and compliance at SAGE, including self-author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

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