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

2. Editors Robert B. Cooter, Jr. J. Helen Perkins
Bellarmine University, Louisville, Kentucky, USA
J. Helen Perkins
The University of Memphis, Tennessee, USA

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

4. 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

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

6. 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.

7. 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

8. 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, & )
Abstract of 150 words (first person)
Footnotes and appendixes in article text
One blinded copy
Tables and figure in separate files

9. 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

10. 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

11. 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