Brandi Lawson
The Reading League Journal
The premier publication dedicated to connecting the science of reading to educators’ professional practices.
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The Reading League Journal is a trusted source guiding educators in adopting evidence-aligned instruction. Launched in 2020, TRLJ features articles that translate scientific evidence about reading into easily understandable and applicable strategies for professionals in the field. Additionally, it includes articles spotlighting school systems and educators who have effectively applied research findings to improve and transform their practices. TRLJ is published in January/February, May/June, and September/October.
Meet our Editor in Chief: Dr. Jessica Toste
Professor | University Distinguished Teaching Professor
Department of Special Education
The University of Texas at Austin
TRLJEditor@thereadingleague.org
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Sneak Peek Articles
Empowering Literacy Instruction: Understanding and Applying the Science of Reading-Writing Connections
Young-Suk Grace Kim
May/June 2026 – Table of Contents
Do strong readers make strong writers? The vast majority of educators likely say yes, while a few may pause, thinking of students who read well but struggle to put words on paper, or conversely, creative writers who struggle with reading comprehension.
Measuring What Matters: Understanding What Reading Assessments Really Tell Us
Jessica R. Toste, Daniel Espinas, Eric Oslund, Amy Elleman, and Gina Biancarosa
Jan/Feb 2026 – Table of Contents
Teaching is a bit like navigation—continually adjusting course based on student progress, needs, and an evolving classroom context. Every instructional decision, at its core, is a hypothesis about how students learn, and assessment data provide the evidence needed to test and refine those hypotheses.
Where to Begin: Essential Knowledge for Educators about Reading Instruction and Supports for Students With IDD
Esther R. Lindstrom and Jennifer Stewart
May/June 2025 – Table of Contents
As Structured Literacy instruction and the science of reading build momentum in schools, educators may wonder about how these approaches apply to students with intellectual and developmental disabilities (IDD).
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Article Submission
Do you have a passion for sharing knowledge and best practices in the science of reading? The Reading League Journal (TRLJ) features articles written by researchers and educational practitioners like you. Our authors contribute to the advancement of the science of reading and teaching.
- Researchers: Review and present scientific studies in a format that is meaningful for educational professionals.
- Educational Practitioners: Share insights and experiences in implementing scientific research into practice.
Please note that we do not include original research reports or descriptions of classroom practices that do not directly apply scientific findings.
TRLJ aims to feature high-quality contributions to fostering deeper dialogue between scholars and practitioners. We use a curated submission process and do not accept unsolicited manuscripts. As part of this approach, TRLJ publishes thematic issues focused on timely and significant topics, allowing for a more intentional and cohesive set of contributions aligned with each issue.
TRLJ is now accepting summaries to be considered for our 2027 issues. Authors are invited to submit a brief summary for consideration in a forthcoming issue. Selected authors will be invited to develop a full manuscript aligned with the theme of the issue.
If you have been invited to submit an article to TRLJ, please view our author guidelines to ensure that your work aligns with our established criteria.
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For questions regarding payment, subscription status, and address changes please call toll-free at 844-967-0615 or email the Journal customer service department at: readingleaguecs@emailpsa.com
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The Reading League Journal
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