Journal of Literacy Research
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Journal of Literacy Research

2014 Impact Factor: 0.656
2014 Ranking: 129/224 in Education & Educational Research | 46/55 in Psychology, Educational
Source: 2014 Journal Citation Reports ® (Thomson Reuters, 2015)

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

eISSN: 15548430| ISSN: 1086296X|Current volume: 47|Current issue: 2 Frequency: Quarterly
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. JLR serves as a forum for sharing divergent areas of research and pedagogy and encourages papers that open dialogue among professionals from a variety of disciplines. 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
Rebecca Stortz The University of Texas at San Antonio
Portuguese Translator
Ana Christina da Silva Iddings University of Arizona
Russian Translator
Olga Bever University of Arizona
Chinese Translator
Xin Zhang University of Arizona
Spanish Translator
Roberto S. de Roock University of Arizona
Malena Samaniego The University of Arizona
German Translator
Peter M. Ecke University of Arizona
Arabic Translator
Mahmoud Azaz University of Arizona
French Translator
Susan Corapi The University of Arizona
Literary Research Association
Arlette Willis, President University of Illinois
Janice Almasi, President Elect University of Kentucky
Pat Enciso, Vice President Ohio State University
Gwendolyn McMillon, Treasurer Oakland University
Diane Tracy, Secretary Kean University
Patriann Smith, Parliamentarian University of Illinois
Richard W. Beach, Past President University of Minnesota, USA
Thomas DeVere Wolsey, Publications Chair University of Central Florida
Lynn Hupp, Executive Director LRA Headquarters
Board Directors
James Bauman University of Missouri
Fenice Boyd University of Buffalo, SUNY
Kelly Chandler-Olcott Syracuse University
Pat Enciso Ohio State University
Cynthia Lewis University of Minnesota, Twin Cities, USA
Ray Reutzel Utah State University
Flora Rodriguez-Brown University of Illinois at Chicago
Theresa Rogers University of British Columbia, Canada
Misty Sailors The University of Texas at San Antonio
Editorial Review Board
Peter Afflerbach University of Maryland-College Park, USA
Patricia A. Alexander University of Maryland, USA
Richard R. Allington University of Tennessee
Donna Alvermann University of Georgia
Jim Anderson University of British Columbia, Canada
Richard Anderson University of Illinois, Urbana-Champaign, USA
Kathryn M. Anderson-Levitt University of California, Los Angeles
Evelyn Arizpe University of Glasgow
Diane Barone University of Nevada, Reno
Eurydice Bauer University of Illinois, Urbana-Champaign, USA
James Baumann University of Missouri
Richard Beach University of Minnesota
Sara Ann Beach University of Oklahoma
Rita Bean University of Pittsburgh
Thomas W. Bean Old Dominion University
Donald Bear Iowa State University
David Bloome Ohio State University
Stergios Botzakis University of Tennessee
Deborah Brandt University of Wisconsin, Madison, USA
Adriana G. Bus Leiden University, Netherlands
Trevor Cairney New College, University of New South Wales, Australia
Joanne Carlisle University of Michigan, USA
David Caverly Texas State University, San Marcos
Kelly Chandler-Olcott Syracuse University
Renée Clift University of Arizona
Julie Coiro University of Rhode Island
Barbara Comber University of South Australia, Underdale, Australia
Catherine Compton-Lily University of Wisconsin, Madison
Mark Conley University of Memphis
Jerry D'Agostino Ohio State University
Bridget Dalton University of Colorado at Boulder
Deborah Dillon University of Minnesota, USA
Jennifer Dolan University of Connecticut, USA
Carol A. Donovan University of Alabama
Mary Anne Doyle University of Connecticut, USA
Mariam Jean Dreher University of Maryland, College Park
Mark Dressman University of Illinois at Urbana-Champaign
Curt Dudley-Marling Boston College, USA
Aydin Y. Durgunoglu University of Minnesota
Aisha Durham University of South Florida
Elizabeth Dutro University of Colorado, Boulder
Julie Dwyer Boston University
Jonathan Eakle George Washington University
Patricia Edwards Michigan State University, East Lansing, USA
Charles Elster Sonoma State University
Patricia Enciso Ohio State University
Carol Sue Englert Michigan State University
Kathy Escamilla University of Colorado, Boulder
Marjorie Faulstich Orellana University of California, Los Angeles
Douglas B. Fisher San Diego State University, USA
Peter Freebody University of Wollongong
Danling Fu University of Florida
Janet Gaffney University of Auckland
Margaret Gallego San Diego State University, USA
Linda Gambrell Clemson University
Kristin M. Gehsmann Saint Michael's College
Amanda Godley University of Pittsburgh, USA
Mileidis Gort Ohio State University
Judith Green University of California, Santa Barbara
Priscilla L. Griffith University of Oklahoma
Dana L. Grisham National University
John T. Guthrie University of Maryland, USA
Xenia Hadjioannou Pennsylvania State University
Violet Joyce Harris University of Illinois at Urbana-Champaign, USA
William Henk Marquette University
Kathleen A. Hinchman Syracuse University
Mary Beth Hines Indiana University
James D. Hoffman University of Texas, Austin
Rosalind Horowitz The University of Texas-San Antonio, USA
George G. Hruby University of Kentucky
Elizabeth L. Jaeger University of Arizona
Laura Jimenez Boston University
George A. Kamberelis University of Wyoming
James R. King University of South Florida
Dawn Latta Kirby Utah State University
David E. Kirkland Michigan State University
Michele J. Knobel Montclair State University, USA
Karen A. Krasny York University
Melanie Kuhn Boston University
Diane K. Lapp San Diego State University, USA
Kevin Leander Vanderbilt University, USA
Lauren Leslie Marquette University
Donald J. Leu University of Connecticut
Cynthia Lewis University of Minnesota, Twin Cities, USA
Guofang Li Michigan State University, USA
Christopher J. Lonigan Florida State University
Allan Luke Queensland University of Technology
David Lund Southern Utah University
Laurie MacGillivray University of Memphis
Marla H. Mallette Binghamton University
Christine Mallozzi University of Kentucky
Beth Maloch University of Texas, Austin
Patrick Manyak University of Wyoming
Dixie D. Massey University of Washington, US
Mona W. Matthews Georgia State University
Catherine Alexandra McBride-Chang Chinese University of Hong Kong
Teresa L. McCarty Arizona State University, USA
Anne McGill-Franzen University of Tennessee, Knoxville
Michael McKenna University of Virginia
Margaret McKeown University of Pittsburgh
Marilyn McKinney University of Nevada, Las Vegas
Mary McVee University of Buffalo, SUNY
Samuel D. Miller University of North Carolina, Chapel Hill, USA
Kathy A. Mills Queensland University of Technology
Sharon Mills Michigan State University, USA
Leslie M. Morrow Rutgers University
William Muth Virginia Commonwealth University
Susan B. Neuman New York University
George Newell The Ohio State University
Sheilah E. Nicholas University of Arizona
Michael J. Orosco University of Kansas
Yolanda N. Padron Texas A&M University
Claudia Pagliaro Michigan State University
Christine C. Pappas University of Illinois, Chicago
Jeanne Paratore Boston University
Django Paris Michigan State University
David P. Pearson University of California, Berkeley
Robert Petrone Montana State University
Victoria Purcell-Gates University of British Columbia
Taffy Elizabeth Raphael University of Illinois, Chicago
Timothy Rasinski Kent State University
Shawn Rayon Michigan State University
David P. Reinking Clemson University
Ray Reutzel Utah State University
Iliana Reyes University of Arizona
Vicky Risko Vanderbilt University
Flora Rodriguez-Brown University of Illinois at Chicago
Rebecca L. Rogers University of Missouri, St. Louis
Nancy Roser University of Texas, Austin
Eliane Rubinstein-Avila University of Arizona
Robert Rueda University of Southern California
Mark Sadoski Texas A&M Health Science Center
Margie Sauceda-Curwen Chapman University
David Scanlon Boston College, Chestnut Hill, USA
Donna Scanlon University at Albany-SUNY
Judith A. Scott University of California-Santa Cruz
Jennifer Scott Curwood University of Sydney, Australia
Cynthia R. Shanahan University of Illinois, Chicago
Timothy Shanahan University of Illinois, Chicago
Margaret Sheehy University at Albany-SUNY
Marjorie Siegel Columbia University
Peter Smagorinsky University of Georgia
Patrick Smith University of Texas, El Paso
Catherine E. Snow Harvard University, USA
Melanie Sperling University of California, Riverside
Tom Stitch International Consultant in Adult Education
Alfred W. Tatum University of Illinois, Chicago
William Teale University of Illinois, Chicago
Shane Templeton University of Nevada, Reno
Robert Tierney University of British Columbia
Gary Troia Michigan State University, USA
Jennifer Turner University of Maryland, USA
Norman Unrau California State University, Los Angeles
Allan Wigfield University of Maryland, USA
Ian A. Wilkinson Ohio State University
Amy Alexandra Wilson Utah State University
Jo Worthy University of Texas, Austin
Tanya S. Wright Michigan State University
Leisy T. Wyman University of Arizona
Haeny Yoon Teachers College, Columbia University
  • Cabell's
  • ISI Basic Social Sciences Index
  • ProQuest: Linguistics and Language Behavior Abstracts (LLBA)
  • PsycINFO
  • Psychological Abstracts
  • Sociological Abstracts
  • Thomson Reuters: Current Contents - Physical, Chemical & Earth Sciences
  • 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 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 advisory 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, Dennis Davis, or Miriam Martinez, Co-Editors, 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 examine previous issues of JLR for style of presentation. Manuscripts must be blinded and double-spaced with a maximum length of 9,500 words exclusive of references for all submissions with the exception of Insights essays that will be limited to 3,000 words. 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 which provide additional information about the study 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 are directly scanned in from the original manuscript and must conform to APA guidelines for such graphical elements.

    All manuscripts submitted to the Journal of Literacy Research 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.

    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.

    Humanizing language. 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.

    Insights. In a new JLR feature section, the Insights essays will address critical policy issues important to literacy educators. The essays 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 essays may discuss policies associated with larger educational constructs (e.g., teacher education, assessment). Each issue will have an Insights feature of 3000 words or less, drawing on both invited and submitted manuscripts.

    Manuscript Submission

    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. Email jlr@utsa.edu with any questions. 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 250 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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