IRA Jeanne S. Chall Research Fellowship

The IRA Jeanne S. Chall Research Fellowship is a US$6,000 grant established to encourage and support reading research by promising scholars. Its special emphasis is to support research efforts in the following areas: beginning reading (theory, research, and practice that improves the effectiveness of learning to read); readability (methods of predicting the difficulty of texts); reading difficulty (diagnosis, treatment, and prevention); stages of reading development; the relation of vocabulary to reading; and diagnosing and teaching adults with limited reading ability.

Submission deadline: November 1, 2013 (Closed)

For additional information, contact

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


"Adult Literacy and Citizenship:
Empowering Struggling Readers with Morphological Instruction and Civics"

Susan Gray Susan Gray
The City University of New York
New York, NY

Susan Gray is a reading specialist, speech language pathologist and Ph.D. Candidate in Speech Language Hearing Sciences at the CUNY Graduate Center in New York City. She earned an M.Ed. in Reading and Language at the Harvard Graduate School of Education where she studied with Jeanne Chall and Carol Chomsky. After receiving an M.S. in Communication Disorders at Boston University, she worked at the Massachusetts General Hospital as a speech pathologist and a clinical supervisor at the MGH Institute of Health Professions. She has taught in public schools in Massachusetts, Connecticut, and New York and has a private practice in Hastings on Hudson, NY. She is now working with John Locke, Linnea Ehri and Valerie Shafer on her dissertation project, teaching vocabulary through Latin and Greek root word study to young adults who have dropped out of high school. By providing morphological instruction within the context of passages on the rights and responsibilities of citizens, Susan hopes to increase literacy skills while promoting civic engagement in GED students.
Krystal Werfel
Vanderbilt University
Seamus Donnelly
Hunter College
Sebastián Aravena
University of Amsterdam
Hyo Jin Lim
University of Southern California
Understanding Diversity in Reading Development of English Learners: A Longitudinal Study Using Latent Class Growth Models
Michael James Kieffer
Cambridge, MA
Suzanne M. Adlof
University of Kansas
Grammatical Knowledge of Children with Specific Reading Comprehension Difficulties
Laura R. Hedin
University of Illinois at Urbana-Champaign
The effect of think-aloud instruction on struggling readers' self-monitoring, comprehension, and self-evaluation
Tiffany P. Hogan
University of Kansas, Lawrence
Lexical representations and phonological awareness
Julie Rosenthal
City University of New York
The mnemonic value of orthography for elementary students learning new vocabulary words
Latisha L. Hayes
University of Virginia
Phonics instruction in beginning reading: A scientifically-based investigation of word study
Yuuko Uchikoshi
Harvard University School of Education
The acquisition of English as a second language: An individual growth modeling approach
Michelle A. Drouin
University of Oxford, England
Rhyme and complex language: A reading intervention study with at-risk three to four year olds
—Not Given—
Kathleen F. Clark
University of Minnesota, Twin Cities
The instructional scaffolding of very effective primary grade teachers in high-poverty schools
Sherri L. Horner
CUNY Graduate Center
The effects of observational learning on preschoolers' alphabet knowledge
—Not Given—
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