The premier publication dedicated to connecting the science of reading to educators’ professional practices.

The Reading League Journal

The Reading League Journal  (TRLJ) is a trusted source to guide educators as they become aware of and use evidence-aligned instruction. TRLJ features articles that translate scientific evidence about reading in easily understandable and applicable ways for professionals in the field. Additionally, it includes articles spotlighting school systems and educators who have effectively applied research findings to improve and transform their practice. TRLJ 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.

Article Submission

Do you have a passion for sharing knowledge and best practices in the science of reading? The Reading League Journal (TRLJ) seeks submissions from researchers and educational practitioners like you.

Researchers: We invite you to review and present scientific studies in a meaningful format for educational professionals.

Educational Practitioners: Share your insights and experiences in implementing scientific research into practice.

Please note that we do not include original research reports or descriptions of classroom practices that do not directly apply scientific findings.

Before submitting your article, please view our Submission Guidelines to ensure that your work aligns with the criteria.

Don’t miss this opportunity to contribute to advancing the science of reading. Submit your article to TRLJ today!

Sneak Peek Articles

Effective Instruction: The Intersection of Structured Literacy and Second-Language Acquisition for Multilingual Learners by Maya Valencia Goodall, Marisa Gomez, and Dale W. Webster

Changing Course Large Scale Implementation: A School Board Member’s Insights by Brenda Warren

Orton-Gillingham: Which Aspects are Supported by Research and Which Require Additional Research? by Christy Austin, Liz Stevens, Alisha Demchack, and Emily Solari

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

Expanded Article

Additional Information


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The Reading League Journal
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