Most manuscripts submitted for possible publication in RTE are reports of empirical studies (please note that pilot studies and unrevised course papers are typically deemed unacceptable). We refer authors to the Publication Manual of the American Psychological Association (5th edition) for guidance on organization, citation norms, and formatting. As authors prepare their manuscripts for submission, we ask that they consider each of the following questions:

1. Statement of the research problem or issue; review of relevant research literature

(a) Is the need for the study established in a clear and compelling way? Is the problem or issue clearly worthy of investigation? Is its relevance to educational practice and/or educational policy evident?

(b) Is the research problem situated in a relevant theoretic framework? Is the framework clearly articulated, and are adequate citations provided (including recent work)?  

(c) Is relevant empirical research reviewed? Is the discussion of each citation clearly pertinent to the present problem and research questions? Is the literature review topical and concise, but also adequately detailed?

2. Research questions

3. Methodology

4. Results/findings 

Historical Accounts, Essays, and Literature Reviews

In addition to data-driven manuscripts, we also welcome historical accounts, essays, and literature reviews that contribute new knowledge and hold potential to broaden current conceptions of literacy teaching and learning. Such manuscripts may include the following:

1. Research reviews, in which the author provides an overview of research relevant to current questions, issues, or topics with the intention of clarifying the topic's significance or providing a new perspective on it.

2. Conceptual arguments, in which the author draws on prior research to develop theory. The research base is not comprehensive as in a research review. Rather, the author draws on a smaller corpus of research, reports it in greater detail, and uses it to make a theoretic argument about a topic in the field.

3. Methodological reviews, in which the author analyzes research methodology with the goal of reaching a new understanding of the theoretic relevance of specific tools and traditions in literacy research.

In reading review articles, reviewers typically consider the following questions:

1. Is the purpose of the article clear?

2. Is the topic significant and relevant to the field, and does it provide any new perspective or insights on the problem under study?

3. Does the review use a citation base that itself meets high standards for scholarship?

4. Does the research cited provide sufficient grounds for supporting the argument forwarded?

5. Does the article represent all positions reviewed fairly?

6. Will the article provide grounds for other researchers to understand and advance the field with greater insight?

7. Does the author use the review in order to extend the field of study under consideration?