IRA Albert J. Harris Award

The IRA Albert J. Harris Award is given for a recently published journal article or monograph that makes an outstanding contribution to our understanding of prevention or assessment of reading or learning disabilities. Publications may be submitted by the author or anyone else. Copies may be duplicated from the actual publication; reprints are also acceptable. Nomination for the IRA Albert J. Harris Award is open to all literacy professionals. 

Submission deadline: September 1, 2013 (Closed)

Eligibility for the 2014 Award Year

The competition is open for publications that have appeared in a refereed professional journal between January 2012 and December 2012. Eligible works include reports of empirical studies that involve the collection of original data and/or articles that develop theory or synthesize knowledge.

Award Recognition
The 2014 award recipient(s) will be recognized at the Research Address and Awards during IRA's 59th Annual Conference in New Orleans, Louisiana, May 9–12, 2014.

Award Recipients

“Effects of the Interactive Strategies Approach—Extended: A Response and Comprehensive Intervention for Intermediate-Grade Struggling Readers,” published in The Elementary School Journal, 112(2), 280-306, December 2011
Lynn M. GelzheiserLynn M. Gelzheiser, Ed.D.
University of Albany, Albany, NY

Dr. Gelzheiser is Associate Professor in the Division of Special Education at the University at Albany and the Associate Director of the Child Research and Study Center. She is currently the principal investigator of a four year IES-funded research project examining the efficacy of the Interactive Strategies Approach-Extended as a small group intervention for third and fourth grade struggling readers. Previously, she worked with teachers and community volunteers who provided one to one intervention for struggling readers. She was co-principal investigator on a project in which teacher educators adopted curricula based on the Interactive Strategies Approach for use in pre-service teacher education. She teaches course in methods of mathematics and science instruction to graduate pre-service special education teachers. She has published articles and chapters on early literacy, tutoring interventions, school reform and effective instruction for students with disabilities.
Donna ScanlonDonna Scanlon, Ph.D.
University of Albany, Albany, NY

Dr. Scanlon is a professor in the Reading Department at the University at Albany.  Her research has focused on children who experience difficulty in learning to read and on the roles of instruction and intervention in reducing such difficulties.  In her most recent work, the focus has been on enhancing teachers’ ability to identify and address the needs of children who struggle with literacy learning.  Her research has been supported by grants from the National Institute of Child Health and Human Development and the Institute of Education Sciences at the United States Department of Education.  She has published several chapters and articles on the characteristics of children who struggle with literacy acquisition and on intervention for children who struggle. Her recent book entitled Early Intervention for Reading Difficulties: The Interactive Strategies Approach describes the successful intervention approach utilized in her school-based studies.  Dr. Scanlon currently serves on the International Reading Association’s Response to Intervention Task Force.
Frank VellutinoFrank Vellutino, Ph.D.
University of Albany, Albany, NY

Dr. Vellutino holds the rank of Distinguished Professor at The University at Albany, the State University of New York. He currently holds joint appointments in the Department of Psychology and the Department of Educational and Counseling Psychology, Most of his research has been concerned with reading development, the cognitive underpinnings of reading, and the relationship between reading difficulties and various aspects of language and other cognitive functions.
Laura Hallgren-Flynn Laura Hallgren-Flynn
University of Albany, Albany, NY

Laura Hallgren-Flynn has worked as a literacy specialist in the Albany area since 1998. She has taught struggling readers in grades K-8, instructed Masters level literacy students at the University at Albany, and worked as a teacher supervisor on the Older Struggling Readers Project at the Child Research and Study Center.
Christopher Schatschneider
Christopher Schatschneider
Florida State University, Tallahassee, FL
Richard L. Allington
Anne McGill-Franzen
Gregory Camilli
Lunetta Williams
Jennifer Graff
Jacqueline Zeig
Courtney Zmach
Rhonda Nowak

"Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students" Published in Reading Psychology in 2010, Volume 31.
—Not given—
Meaghan Edmonds
Colleen Reutebuch
Sharon Vaughn
Jade Wexler

"A Synthesis of Fluency Interventions for Secondary Struggling Readers" Reading and Writing: An Interdisciplinary Journal 2008
Maren S. Aukerman
"When Reading It Wrong Is Getting It Right: Shared Evaluation Pedagogy Among Struggling Fifth Grade Readers" Research in the Teaching of English (vol. 42, no. 1)
Cynthia E. Coburn
"Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation" American Educational Research Journal (vol. 43, no. 3)
Scott G. Paris
"Reinterpreting the Development of Reading Skills" Reading Research Quarterly (vol. 40, no. 2)
Patricia G. Mathes
Carolyn A. Denton
Jack M. Fletcher
Jason L. Anthony
David J. Francis

Christopher W; Schatschneider
"The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers" Reading Research Quarterly (vol. 40, no. 2)
Barbara M. Taylor
P. David Pearson
Debra S. Peterson
Michael C. Rodriguez

"Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning" Elementary School Journal (vol. 104, no. 1)
Wendy A. Paterson
Julie Jacobs Henry
Karen O'Quin
Maria A. Ceprano
Elfreda V. Blue

"Investigating the Effectiveness of an Integrated Learning System on Early Emergent Readers"
Reading Research Quarterly (vol. 38, no. 2)
Judith Langer
"Beating the Odds: Teaching Middle and High School Students to Read and Write Well"
American Educational Research Journal (vol. 38)
Gail E. Jordan
Catherine E. Snow
Michelle V. Porche

"Project EASE: The Effect of a Family Literacy Project on Kindergarten Students' Early Literacy Skills"
Reading Research Quarterly (vol. 35, no. 4)
Lauren Leslie
Linda Allen

"Factors That Predict Success in an Early Literacy Intervention Project"
Reading Research Quarterly (vol. 34, no. 4)
Miriam Alfassi
"Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes"
American Educational Research Journal (vol. 35, no. 2)
Robert T. Jiménez
"The Strategic Reading Abilities and Potential of Five Low-Literacy Latina/o Readers in Middle School"
Reading Research Quarterly (vol. 32, no. 3)
Susan M. Tancock
"Catie: A Case Study of One First Grader's Reading Status"
Reading Research and Instruction (vol. 36, no. 2)
Timothy Shanahan
Rebecca Barr

"Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners"
Reading Research Quarterly (vol. 30, no. 4)
Michael Pressley
Joan Rankin

"More About Whole Language Methods of Reading Instruction for Students at Risk for Early Reading Failure"
Learning Disabilities and Practice (vol. 9, no. 3)
Karen F. Thomas
Mary Alice Barksdale-Ladd

"Using Whole Language With Children We Have Failed to Teach to Read"
Reading and Writing Quarterly: Overcoming Learning Difficulties (vol. 10)
Colleen M. Fairbanks
"Labels, Literacy, and Enabling Learning: Glenn's Story"
Harvard Education Review (vol. 62, no. 4)
Claude Goldenberg
Ronald Gallimore

"Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement"
Educational Researcher (vol. 20, no. 8)
Keith Stanovich
"Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?"
Reading Research Quarterly (vol. 26, no. 1)
Gay Su Pinnell
"Reading Recovery: Helping At-Risk Children Learn to Read"
The Elementary School Journal (vol. 90, no. 2)
Anne McGill-Franzen
Richard L. Allington

"Different Programs, Indifferent Instruction"
In D.K. Lipsky & A. Gartner (Eds.), Beyond Separate Education: Quality Education for All, Paul H. Brookes, 1989
Dale H. Schunk
Jo Mary Rice

"Enhancing Comprehension Skill and Self-Efficacy With Strategy Value Information"
Journal of Reading Behavior (vol. 19, no. 3)
Keith E. Stanovich
"Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy"
Reading Research Quarterly (vol. 21, no. 4)
Peter H. Johnston
"Understanding Reading Disability"
Harvard Educational Review (vol. 55, no. 2)
George W. Hynd
Cynthia R. Hynd

"Dyslexia: Neuroanatomical/Neurolinguistic Perspectives"
Reading Research Quarterly (vol. 19, no. 4)
Rena B. Lewis
"Learning Disabilities And Reading: Instructional Recommendations From Current Research"
Exceptional Children (vol. 50. no. 3)
Andrew Hess
"An Analysis of the Cognitive Processes Underlying Problems in Reading Comprehension"
Journal of Reading Behavior (vol. 19, no. 3)
Stuart McNaughton
"The Influence of Immediate Teacher Correction on Self-Corrections and Proficient Oral Reading"
Journal of Reading Behavior (vol. 13, no. 4)
Mona J. Beebe
"The Effect of Different Types of Substitution Miscues on Reading"
Reading Research Quarterly (vol. 15, no. 3)
Susanna W. Pflaum
Ernest T. Pascarella

"Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning Disabled Children"
Reading Research Quarterly (vol. 16, no. 1)
P.G. Aaron
"Dyslexia, an Imbalance in Cerebral Information-Processing Strategies"
Perceptual and Motor Skills (vol. 47)
James Cummins
J. P. Das

"Cognitive Processing and Reading Difficulties: A Framework for Research"
Alberta Journal of Education Research
Thomas Sticht
"Development of an Experimental Literacy Assessment Battery"
Paul Satz
"Some Developmental and Predictive Percursors of Reading Disabilities: A Six-Year Follow-Up"
—Not given—
Harry Singer
"IQ Is And Is Not Related to Reading"
In Intelligence and Reading, International Reading Association, 1974
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