RM Winter 2016 FLIP

CALL FOR MANUSCRIPTS SCIRA’s Reading Matters Classroom teachers, teacher educators, administrators, and researchers are invited to submit manuscripts to SCIRA’s professional journal, Reading Matters. Authors are requested to submit unpublished work not under consideration by any other publication. Types of Submissions: Reading Matters welcomes practical, theoretical, and research articles, generally no more than 15 pages, related to all areas of literacy. Articles should be clearly written, purposeful, and discuss the topic in some depth where treatment of the topic is interesting, insightful, and based on the writers’ experience. Brief commentary pieces on teaching literacy are welcomed, as well as short teaching tips, teacher or student poetry, vignettes of classroom experiences, and student writing and/or artwork (with parental permission). Manuscript Form: Manuscripts should follow APA 6 style guidelines. Please be sure to include an abstract. As manuscripts are subject to blind review, content should not reveal author identities or affiliations. Full references for all citations should be included, following APA guidelines. Submitting a Manuscript: Manuscripts should be typed in Microsoft Word and sent as an email attachment to shunt-barron@uscupstate.edu and malloy2@clemson . edu . When naming your file, please use simple, clear file names. Include a cover page giving the author(s)’ names, affiliation, complete mailing address, email address, and home and work telephone numbers. Manuscripts will be peer reviewed and edited for style, content, and space limitations by the editor. The Review Process: Manuscripts undergo a blind-review process, with at least two reviewers from the Editorial Review Board. Acceptance decisions are based on interest and relevance to SCIRA membership, usefulness, clarity, timeliness, and cohesiveness. The overall balance of the journal’s content also influences editors’ selections. Manuscript Deadline: May 30, 2016

Reading Matters | Volume 16 • Winter 2016 | scira.org | III


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