The premier publication dedicated to connecting the science of reading to educators’ professional practices.
The Reading League Journal
The Reading League Journal is the only peer-reviewed publication written and edited by both educators and researchers that focuses on leveraging scientific evidence to improve practice. The Reading League Journal is published in January/February, May/June, and September/October.
Meet our Editor-in-Chief, Dr. Emily Solari.
Read, Demystifying the Science of Reading, an introduction to The Reading League Journal by Dr. Louisa Moats.
Sneak Peek Articles
The Importance of Phonemic Awareness Instruction for African American Students by Ramona T. Pittman, Marianne Rice, Esther Garza, and Myriam J. Guerra
Design and Methodology in the Science of Reading by Christopher Schatschneider, Dana Santangelo, Christine M. White, Cristian E. Vasquez, and Emma D. Friedmann
The “Reading Brain” is Taught, Not Born: Evidence From the Evolving Neuroscience of Reading for Teachers and Society by Rebecca Gotlieb, Laura Rhinehart, and Maryanne Wolf
Five Action Steps for School and District Leaders Implementing the Science of Reading by Dena Mortensen
Why State Reading Tests Are Poor Benchmarks of Student Success by Hugh W. Catts
Brick by Brick: Landmark Studies on Reading Development, Assessment, and Instruction for Students Who Are English Learners by Isabel Vargas, Colby Hall, and Emily Solari
What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis by Emily Solari, Yaacov Petscher, and Colby Hall
Brick by Brick: A Series of Landmark Studies Pointing to the Importance of Early Reading Intervention by Emily Solari, Colby Hall, and Anita McGinty
Interview with Timothy Shanahan, a Member of the National Reading Panel
The Article that Introduced the Simple View of Reading by David A. Kilpatrick
Table of Contents
The Reading League Journal (TRLJ) is a peer-reviewed journal which at its core represents contributions from researchers and educational practitioners.
Researchers: Review scientific studies and present them in a format that is meaningful for educational professionals.
Educational Practitioners: Contribute articles related to the implementation of scientific research into practice.
TRLJ is published three times a year. It is anticipated that manuscript acceptance is highly competitive.
We do not include original research reports, opinion papers, or descriptions of classroom practices that are not direct applications of scientific findings.
Please view our Submission Guidelines. This guide describes the different categories for which we will accept submissions. Please be sure that any article conforms to the Submission Guidelines. Submissions that do not align with these categories will not be reviewed.
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The Reading League Journal
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Williamsport, PA 17701
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