Reading/Literacy Research Fellowship
The Reading/Literacy Research Fellowship of US$4,000 is given to a researcher outside the United States or Canada who has evidenced exceptional promise in reading research and deserves encouragement to continue working in the field of reading. Applicants must have received their doctorate or its equivalent within the past 5 years. Applicants must be Association members.
This award and fellowship is no longer available. For more information, please contact research@reading.org.
The first IRA Reading Literacy Research Fellowship was awarded in 1972 and the final fellowship was awarded in May, 2011.
2011
Sarah Pfenninger
Sarah Pfenninger of Manchester Metropolitan University of United Kingdom, for her work entitled “Series Literature in the 21st Century: Friend or Foe? 5th Grade Girls’ Engagement with the Tracey Beaker Book Series”
Sarah Pfenninger is a Senior Lecturer of English Education at Manchester Metropolitan University, Institute of Education in the United Kingdom. She teaches undergraduate and graduate courses in reading and literacy for the primary years. Sarah has worked with teachers and upper grade primary children as a teacher educator and language arts specialist in North Carolina, New York, London and Toronto. Her research interests include the role of children’s literature in a balanced literacy curriculum as well as children’s critical negotiations with these texts through meaningful dialogue and discussion, specifically relating to gender and popular culture.
2010
–Not given–
2009
–Not given–
2008
Jurgen Tijms
Amsterdam, The Netherlands
2007
Marja-Kristiina Lerkkanen
University of Jyvaskyla, Finland
Literacy development and motivation: A five-year follow-up of children, their parents, and teachers from school entry through early grades
2006
Lisa K. Kervin
University of Wollongong, Australia
Multiliteracies to engage upper elementary readers
2005
Oluwatoyin Dare Kolawole
Obafemi Awolowo University
A comparative analysis of the influence of adult litercy activities amongst grassroots people of northeastern Nigeria
2004
Fiona Lyddy
National University of Ireland, Maynooth
Automaticity of reading and word recognition in Irish-English bilinguals
2003
Elinor Saiegh-Haddad
Bar-Ilan University, Israel
Phonological distance and children’s acquisition of basic literacy
2001-2002
—Not Given—
2000
Clare P. Wood
The Open University, U.K.
Development of measures of spoken word recognition and temporal information processing for young children
1999
—Not Given—
1998
Bente Eriksen Hagtvet
University of Oslo, Norway
Children of dyslexic families: A longitudinal study of children of dyslexic parents, aged two to nine
Chukwuemeka Eze Onukaogu
Obafemi Awolowo University, Nigeria
The relative effectiveness of LUWRS in promoting functional and development-oriented literacy among Nigerian rural women
1994-1997
—Not Given—
1993
Anna-Lena Østern
Abo Akademi, Finland
Bilingualism and linguistic awareness: The importance of bilingualism and teaching for the metalinguistic awareness in children aged six to eight
1992
Victor H.P. van Daal
The Netherlands
Simulation of learning to read from a cross-linguistic view
1991
Adelina Arellano-Osuna
Venezuela
The empowering of teachers with whole language literacy events: A Latin American Experience
1990
Viking Brunell
Finland
Reading research in the Swedish-speaking Finland
1989
Timothy Oyetunde
University of Jos, Nigeria
Reading performance and processing strategies of selected secondary school students in Plateau State of Nigeria
1988
Cristina Zucchermaglio
University of Rome, Italy
Literacy and learning continuity between the ages 5 and 7: An experimental research of the processes of construction of written language
1987
Hsuan-Chih Chen
Chinese University of Hong Kong
Various types of computer display methods in the field of readability
1986
Lars-Erik Olsson
University of Goteborg, Sweden
Pupils’ and teachers’ conception of writing
1985
Marilda do Conto Cavalcanti
Brazil
1984
Sirkka-Liisa Rauramo
Finland examining the relationship between reading and writing and other factors in a child’s development
1983
—Not Given—
1982
Jan Ulijn
Eindhoven University of Technology, Netherlands
1981
—Not Given—
1980
Jean Whyte
Queens University, Ireland
1979
Elizabeth Hunter-Grundin
England
1978
Nancy Robinson
Ohio State University
1977
Desmond Swan
University College Belfield, Ireland
1976
Hans Grundin
England
1975
—Not Given—
1974
Renate Valtin
West Germany
1973
—Not Given—
1972
Takahiko Sakamoto
Japan