LITERACY TODAY | November/December 2020 | literacyworldwide.org
Journal Spotlight
The Reading Teacher Practitioner Review Board
Are you a classroom teacher, reading/literacy specialist, literacy coach, ESL/bilingual teacher, or
curriculum specialist working with children from birth through age 12? Do you read The Reading
Teacher (RT)?
We, the incoming editor team of The Reading Teacher (RT), are looking for
language and literacy educators around the world to share their expertise as a
part of RT’s first ever Practitioner Review Board.
As a member of our Practitioner Review Board, you can help by:
Reading four articles per year before they are published.
Providing brief, anonymous feedback to the author(s) on ways to
make the article more helpful for practitioners (e.g., what additional
information would you need to implement an idea from an article with
the students you teach?).
Your professional expertise will help RT better serve the literacy needs
of children from birth to age 12 and ensure that RT remains a high-quality,
practitioner-focused publication.
Interested in applying or nominating a colleague? Please send the
following materials to rt@msu.edu by Tuesday, December 15, 2020:
A brief email explaining your interest and your resume OR
Nominate a colleague by sending us a nomination email and sharing a copy of their resume
Practitioner Review Board members will be publicly recognized on our website.
The Reading Teacher is an ILA journal published six times per year that provides the latest peer-reviewed,
research-based best practices to literacy educators working with children up to age 12. Classroom-ready
articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations
of literacy learners. For more information, visit https://ila.onlinelibrary.wiley.com/journal/19362714/
practioner_review_board.
The Reading Teacher Themed Issues
Beginning in fall 2021, RT will have some themed issues each year. The first
theme is as follows:
Teaching Bi/Multilingual Learners (submissions due January 4, 2021)
In this issue, we are looking for articles about literacy instruction that supports
bi/multilingual learners’ literacy and language development. When we teach bi/
multilingual learners, we must engage and nurture their language and literacy
development by fostering connections between the two. Questions we hope to
explore in this issue include but are not limited to: What are the most innovative
practices for teaching bi/multilingual children and building bi/multilingual
classrooms? How can teachers recognize and build on children’s bi/multilingual
practices? How can we include the voices of bi/multilingual families and
communities to support children’s language and literacy development?
RT is a practitioner-oriented journal that publishes articles and teaching
tips focused on applications and implications of research to classroom practice. RT’s large readership includes
literacy researchers, teacher educators, and classroom teachers of children birth to age 12. More information
about submissions is available at: https://ila.onlinelibrary.wiley.com/journal/19362714/calls_for_papers