The Reading League Journal
The premier publication dedicated to connecting the science of reading to educators’ professional practices.
The Reading League Journal is a trusted source guiding educators in adopting evidence-aligned instruction. TRLJ features articles that translate scientific evidence about reading into easily understandable and applicable strategies 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 practices. 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.
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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
Navigating Literacy Landscapes Within One District: Tailoring Word Recognition Instruction for Secondary Settings by Lindsey Chapman and Lindsay Young
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
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