About This Journal
The Michigan Reading Journal is the peer-reviewed journal of the Michigan Reading Association, which serves classroom teachers, literacy specialists, instructional coaches, educational leaders, teacher educators, and university faculty.
Content for MRJ is subject to peer review, and the review board consists of literacy educators from across the state of Michigan. Many of the reviewers are previous authors for the journal and/or members of the Michigan Reading Association Executive Board.
As a publication that elevates educators’ voices by soliciting articles and working with authors on substantive revisions, The Michigan Reading Journal does not put all manuscripts through a full peer review process, nor keep a comprehensive list of acceptance rates for all submissions, especially our “Voices from the Region,” “Critical Issues,” and “Must Read Texts” (book reviews). Readership rates for individual articles can be found on the article’s page through the journal’s Scholarworks website.
For our “Bridging Research and Practice” section, which does require blind peer review, we began keeping statistics beginning with Volume 53 (Fall 2020). This section of the journal presents original descriptions of research-based instruction that improves the literacy learning of students and must include practical steps to guide readers in applying the research to their practice. To that end, they are reviewed by the editors as well as peer reviewed by members of the MRJ editorial board. As of October 2020, our acceptance rate for this section of the MRJ is 67%.
The Michigan Reading Association was founded in 1956. The Michigan Reading Journal has been published since the spring of 1967.