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, 2014

Eligibility for the 2015 Award Year

The competition is open for publications that have appeared in a refereed professional journal between January 2013 and December 2013. Eligible works include reports of empirical studies that involve the collection of original data and/or articles that develop theory or synthesize knowledge.

Award Recipients

Maureen W. LovettMaureen W. Lovett is a Senior Scientist in the Neurosciences and Mental Health Program at The Hospital for Sick Children and a Professor of Pediatrics and Medical Sciences at the University of Toronto. She is Founder and Director of the hospital's Learning Disabilities Research Program (LDRP), a research group that develops and evaluates instructional programs for children and youth who struggle to learn to read. She has contributed to reading disabilities research and practice for the past three decades, and is known particularly for her research on reading interventions. Her research focuses on questions about the effective remediation of decoding, word identification, fluency, and reading comprehension deficits in struggling readers of elementary, middle, and high school age. This research has been supported by NICHD and the Institute for Education Sciences, as well as by provincial and federal agencies in Canada. The interventions developed by Maureen Lovett, Léa Lacerenza, and the LDRP group are now available to teach struggling readers in elementary, middle, and high schools in 19 school boards across Canada. Published by SickKids hospital as Empower™ Reading in 2006, the LDRP has trained and mentored 900 teachers who have taught >9000 children in recent years.
Lea Lacerenza Léa Lacerenza is Senior Teacher Coordinator and program developer/writer of the LDRP at The Hospital for Sick Children. Dr.Lovett and Mrs. Lacerenza are co-authors of the Empower™ Reading Programs (Empower Reading & Spelling, grades 2-5 and 6-8; Empower Vocabulary & Comprehension, grades 2-5; Empower Decoding/Spelling & Comprehension, High school) and of its research precursors, the PHAST Reading programs (including PHAST Comprehension, PHAST Fluency, and PHAST PACES). Mrs. Lacerenza has worked with the LDRP for 26 years and has had 34 years teaching experience with exceptional children and adolescents with the Toronto Catholic District School Board and other school boards across Canada and the US. She is the recipient of the 2011 Ontario Premier's Award for Excellence in Teaching, Lifetime Achievement.
Maria De PalmaMaria De Palma is Systems Coordinator/Clinical Research Manager of the LDRP. She has worked with the program for 18 years. In her current position, she establishes and directs all aspects of the LDRP's work with secondary schools, and co-coordinates partnerships with other school boards in Canada for both research initiatives and for the roll-out of Empower™ Reading. Ms. De Palma is also a teacher trainer and mentor for Empower™ Reading.
Jan C. FrijtersJan C. Frijters is an Associate Professor at Brock University in the Departments of Child and Youth Studies and Psychology. His primary research areas are the evaluation of treatment outcomes, the role of motivation in reading disability and reading interventions, and the development of reading and motivation for reading throughout childhood and adolescence.
Lynn M. Gelzheiser, Ed.D.
Donna Scanlon, Ph.D.
Frank Vellutino, Ph.D.
Laura Hallgren-Flynn
Christopher Schatschneider

"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
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
Join Us!

Home| About Us| Contact Us| Help| Privacy & Security| Terms of Use

© 1996–2015 International Literacy Association. All rights reserved.