Michigan Reading Association


The Michigan Reading Journal is the peer-reviewed journal of the Michigan Reading Association, which is composed of and serves classroom teachers, literacy specialists, instructional coaches, educational leaders, teacher educators, and university faculty. The journal publishes on diverse topics related to literacy, including: reading, writing, speaking, listening, visual literacy, digital literacy, adolescent literacy, assessment, intervention, family and adult literacy, literature for children and young adults, and professional development and teacher education in literacy.

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Call for Editorial Review Board Members


The Michigan Reading Journal is seeking educators and academics to serve on the journal’s editorial review board. This volunteer role involves reading and reviewing 1-3 manuscripts and/or other forms of submissions per year in your preferred areas of interest and expertise. The call for submissions at the end of this issue describes the kinds of pieces the editorial review board considers for publication. If you would like to review research manuscripts (qualitative, quantitative, and/or mixed-methods), you should have formal training in research methods and be familiar with the appropriate standards for research design, methods, and writing. If you would like to review practitioner pieces, such as teaching ideas and resources, you should have experience as a classroom educator. If you are interested in serving on the editorial review board, please email the MRJ team at MRJ@msu.edu with the following information:


  1. Name
  2. Title and Institution
  3. Email
  4. Phone
  5. Mailing Address
  6. If you want to review practitioner pieces, please provide a description of your experience in pre-K-12, family, and/or adult literacy education.
  7. If you want to review research manuscripts, please provide a description of your experience with research—research methods coursework and training, as well as experience conducting, writing, and reviewing research.
  8. Please indicate your preferred areas of interest and expertise for review:
    • emergent literacy
    • elementary literacy
    • middle school literacy
    • secondary literacy
    • adult literacy
    • family literacy
    • teacher education
    • professional development & instructional coaching
    • digital literacy and technology
    • visual literacy
    • English language learners
    • diverse learners
    • urban education
    • sociocultural components of literacy
    • critical literacy
    • reading, guided reading, reading workshop
    • content area literacy
    • writing, writing workshop
    • word study, spelling
    • vocabulary, language development
    • assessment
    • literacy and special education
    • children’s literature
    • curriculum
    • educational policy
    • other