Ends on September 3, 2019

February 2020

Rooted in Reading

Developing strong, enthusiastic readers is one of the central objectives of schools, and yet reading instruction is often beset by complex structural challenges, shifting resources, and competing priorities. This issue will look at effective practices for teaching reading and supporting student engagement in reading at all grade levels. What should school leaders and teachers know about the latest research on reading instruction and literacy development—and how does it translate into the classroom? What works for struggling readers? How can schools create and support stronger cultures of reading? How has literacy changed in the 21st century, and what challenges and opportunities do those changes present? At the secondary level, what works in fostering critical literacy and close-reading skills—and inspiring a passion for reading? How can school leaders prioritize immersive reading skills as a key element of whole-child education?

Deadline: September 3, 2019

How to Prepare Your Manuscript

  • Double-space all copy and leave generous margins.
     
  • Number all pages.
     
  • Indicate the number of words in the manuscript, including references and figures.
     
  • Include your name, address, phone number, and email address on the cover sheet.
     
  • Include a two- or three-sentence bio for each author at the end of the manuscript.
     

We use the reference style outlined by the Publication Manual of the American Psychological Association.  Cite references in the text like this (Jones, 2000) and list them in a  bibliography at the end of the article. Please do not use footnotes or  endnotes for the references. For other matters of style, refer to The Chicago Manual of Style and Merriam-Webster's Collegiate Dictionary (11th ed.).

Authors bear full responsibility for the accuracy of citations, quotations, figures, and facts.