A Journal of the International Reading Association Becky Groothuis The Reading Teacher A Journal of the International Reading Association Becky Groothuis

Editors Robert B. Cooter, Jr. J. Helen Perkins Bellarmine University, Louisville, Kentucky, USA rcooter@bellarmine.edu J. Helen Perkins The University of Memphis, Tennessee, USA jhperkns@memphis.edu

Profile Peer reviewed K-12 Research-based teaching ideas for literacy educators worldwide Practices, issues, trends within field of reading and literacy education

Circulation & Acceptance Circulation of 50,000 last year received 462 total manuscripts last year including articles, teaching tips, and invited columns The acceptance rate is approximately 15% Approximately 69 accepted/year

Topics Applying research to classroom practice Developing strategies to help struggling learners succeed Using technology to enhance literacy development

Appropriate Submissions Well written Original descriptions of research-based instruction Improves the literacy of children through age 12 Judged on contribution to the field, timeliness, freshness of approach, and clarity and cohesiveness of presentation.

Manuscript Types Manuscripts for full-length articles should run between 5,000 and 6,000 words, including all references and other materials Teaching Tips, which are 1,500 to 2,500 words in length,. View From the Chalkboard--approximately 500 words in length and feature profiles of exemplary elementary classroom teachers/classrooms Ask the Expert

Guidelines for Submission APA 5th edition Submitted electronically (create account) Microsoft word, double-spaced, 12 point font Images in tif or jpg format Cover letter (name, affiliation, address, & e-mail) Abstract of 150 words (first person) Footnotes and appendixes in article text One blinded copy Tables and figure in separate files

Blind Review Reviewer recommendations Available space Initial evaluation Two members of editorial board review Journal editors decide Full length manuscripts reviewed by additional guest Reviewer recommendations Available space Balance of topics in upcoming issues Decision rendered in 8 weeks from submission

Actively engage students through use of images Semiotic Representations: Building Complex literacy practices through the arts Summary—literacy education needs to consider the more complex understandings that students can make through integrating visual arts into their literacy curriculum. Based on theory of social semiotics (thinking through multiple sign systems) Actively engage students through use of images Utilize the senses to link what they know to what they experience (inquiry vs. set of skills) Cowan, K. & Albers, P. (2006). Semiotic representations: Building complex literacy practices through the arts. Reading Teacher, 60 (2), pp. 124-137.

Cont’d Arts-based, inter-disciplinary approach to writing instruction to perceive world in new ways, solve problems, and create complex texts Use of image as a representational mode has its’ effects on the nature of students’ written language Purpose was to help students develop habits in strategy use and habits in knowledge and practice of sign systems Integrated approach addresses and assess a number of language arts standards in an authentic context Found that students were more motivated, engaged in higher- order thinking, and remembered content “new literacy”—must learn how to read language and image in order to read critically