2010
Jennifer Rowsell–Rutgers University, New Jersey
The Producers: Design Literacies in Action
Lisa Kervin–University of Wollongong, Australia
Children's Reading Comprehension of Online Advertising
2009
Deborah Horan - Austin and San Antonio, TX
Storied Lives in Marginalized Languages: Narrative Dimensions of South African Teacher-Authored Supplemental Readers
Nell Duke - East Lansing, MI
Understanding Visual Literacy Development in Young Children
Jill McClay - Alberta, Canada
Teaching Writing in Canadian Middle Grades Classrooms: Contexts, Challenges, and Practices
Leslie Rush - Laramie, WY
Literacy Coaching in Wyoming's Secondary Schools: A Situated Perspective
2008
Douglas Fisher, Health Sciences High and Middle College, San Diego, California and Diane Lapp of San Diego State University, California
"Expanding African American High School Students’ Personal Ideologies and Linguistic Prowess"
Kathleen Clark, Marquette University, Tucson
"The Effects of Culturally Relevant Texts on the Achievement, Motivation, and Attitudes of African American Children Who Struggle with Reading"
Yonas Asfaha, Tilburg University, The Netherlands
"Building Early Reading on Syllables: Large Grain Size Teaching of Small Unit (Latin) Orthography"
Rebecca Mercado, Shippensburg University of Pennsylvania; and Jennifer Turner, University of Maryland, College Park
"Exploring New Urban Teachers’ Visions of Culturally Responsive Reading Instruction"
2007
Elaine Rubinstein-Avila - University of Arizona
Latino/a Students’ Linguistic Repertoire of Practices: A Case of a Dual-Immersion, Middle School Mathematics Classroom
Elsie Rockwell - DIE Centro de Investigacion y de Estudios Avanzados, Mexico City
The Social Appropriation of Literacy in Bilingual Societies: The Experience of a Generation of Indigenous Men and Women in Contla, Mexico
Oluwatoyin Dare Kolawole - Obafemi Awolowo University, Ile-Ife, Nigeria
Effect of Literacy Activities on Grassroots’ Involvement in Community Development Projects: A Comparative Analysis of Two Groups of Adults in Northern Nigeria
Dana L. Grisham and Shira Lubliner - California State University, East Bay
The Cognate Assessment Project
2006
Rachel Brown - Syracuse University
A Quasi-experimental Study of Professional Development That Enhances Teachers’ Explicit Teaching of Multiple Comprehension Strategies and Students’ Effective Use of Them
Susan K. L’Allier and Laurie A. Elish-Piper - Northern Illinois University
The Effects of Literacy Coaching on Student Achievement in Reading in Grades K–3
Willy Ngaka - University of Kwazulu-Natal
The Role of Literacy in Enhancing Capabilities for Participation in Uganda’s Plan for Modernisation of Agriculture Exploring the Experiences of Rural Subsistence Farmers in Manibe Sub County
2005
George Hunt - University of Edinburgh, United Kingdom
Investigating Shared Literacy Procedures for Developing Mother Tongue Reading in a Rural South African Community School
Monica Gordon Pershey - Montclair State University, New Jersey
Analysis of Narrative Writings of Grade Four and Six African American Students
Frances J. Riemer - Northern Arizona University
Reading the Word: Literacy, Social Exchange, and Moral Reconstruction in Southern Africa
Jenifer J. Schneider - University of South Florida
Passable Writing? An Examination of the Writing Behaviors and Writing Products of Children’s Book Authors and Business Professionals
2004
Holly V. Blackford - Rutgers University
Multicultural Responses to Canonical Voices: Young Readers of To Kill a Mockingbird and The Adventures of Huckleberry Finn
Dixie D. Massey - North Carolina A&T State University
Bridging School and Home Literacies: Preservice Teachers Negotiation of Literacy Instruction and Family Needs
Lyndsay E. Moffatt - University of British Columbia/Toronto District School Board
Reading and the Performance of Social Identity in a Hetereogeneous Population
2003
Claire Kosnik and Shelley L. Peterson - University of Toronto
Teachers and Their Struggling Adolescent Literacy Learners: Action Research in One Middle School
Peggy S. Rice - Ball State University
Response, Reflection, and Re-Enactment: Investigating Sixth Graders’ Interpretations of Characters in Nontraditional Gender Roles
Patricia R. Schmidt - LeMoyne College
Preparing Urban Teachers to Make Home/School/Community Connections for Reading and Writing Achievement
2002
James F. Baumann - University of Georgia Research Foundation
Donna Ware - Whitehead Road Elementary School
Effects of a Comprehensive, Year-Long Vocabulary Instructional Program in Fifth Grade: A Formative Experiment
Douglas K. Kaufman - University of Connecticut
Organization and Management of the Motion-Rich Reading and Writing Workshop: Influences on Literacy Learning and Teaching Practices
Sylvia J. Pantaleo - University of Victoria, Canada
Constructing Literary Understandings: Grade One Students Respond to Picture Storybook Read-Alouds
Clare P. Wood- The Open University, UK
Variation in beginning readers’ Use of Talking Books Software & Subsequent Outcomes
2001
Kelly Chandler-Olcott - Syracuse University
Donna Mahar - West Genesee Middle School Adolescent Girls’ Use of Electronic Technologies in Their Literacy Practices
Irene-Anna N. Diakidoy - University of Cyprus
The Relationship Between Listening and Reading Comprehension of Different Types of Text at Increasing Grade Levels
Shelley Hong Xu - Texas Tech University
Preparing Preservice and Inservice Teachers to Make School-Home Connection through Diverse Students’ Popular Culture
Laura M. Justice - University of Virginia
Early Literacy Intervention for Children with Speech-Language Impairment
Frank Salomon - University of Wisconsin, Madison
Heritages of Andean Literacy: A Comparative Inquiry into Rural Peruvian Vernacular Writing
2000
Zhihui I. Fang - University of Florida
The Grammatical and Social Construction of Literacy in a Literature-Based, Multigrade Classroom
Sandra K. Goetze and Barbara J. Walker - Oklahoma State University
Early Morning Reader-Response: Text, Talk, and Technology as Tools to Mediate Thinking for Mixed-Age, At-Risk Readers
Kenneth S. Goodman - University of Arizona
An Exploration of Reading Processes Using Eye-Movements and Miscue Analysis
Marjorie E.F. Orellana - Northwestern University
Language Brokering: Bridging the Home and School Literacy Practices of Latino Immigrant Children
Susan L. Smith - University of San Diego
Classroom Teacher Delivery of Reading Intervention: Effects on Student Achievement and Teacher Perceptions of Efficacy
Patricia Worrell - University of the West Indies, Trinidad
Initiation Into a Discourse Community: An Investigation of The Classroom Context For The Development of Understandings About Academic Discourse By Speakers of Trinidadian English Lexicon Creoles
1999
Diane D. Allen - University of North Texas
An Investigation of the Impact of Portfolio Use in Undergraduate Literacy Courses on Portfolio Use by New Teachers
JoAnn Dugan - Clarion University
An Inside Look: Children’s Perceptions of Literature Experience in the Classroom
Kristen Pammer - Australian National University
Integrating Perceptual and Cognitive Models of Dyslexia
Melina Porto - National University of La Plata
Learning and Teaching Diaries: Value and Potential
Jeanne Swafford - Texas Tech University
Reading and Writing to Learn: Using Informational Texts in a Primary Grade Classroom
Len Unsworth - University of Sydney
Reading Demands of School Science Explanations in CD Rom and Textbook Format
1998
Barbara Moss - University of Akron
An Ethnographic Examination of Sixth Graders’ Responses to Nonfiction Tradebooks
Fidelma Healy Eames- University College Trianlair, Maree, Ireland
The Teaching of Writing in Irish Primary Schools
Eurydice B. Bauer - University of Georgia
Becoming a Reader in Two Languages: A Case Study of a Preschool Bilingual’s Code-switching During Shared and Emergent Reading
Gay Ivey and Karen Broaddus - Rutgers University
An Investigation of Middle School Literacy Environments in Which Students Like to Read
Adebayo Lawal - University of Ilorin, Nigeria
The Reading Interests of Neo-Literate Adult Participants in the FGN-EEC Middle Belt Programme in Nigeria
William McGinley and Shuaib Meacham - University of Colorado, Boulder
Literacy, Storytelling, and Vernacular Culture Among Adults in an Urban Community
Shelley Peterson - Ohio State University
Third-Grade and Sixth-Grade Teachers’ Assessment of Girls’ and Boys’ Narrative and Persuasive Writing
Mary Jo Worthy - Texas
How Much Preparation and Supervision Do Literacy Tutors Need to Make Significant Progress With Struggling Readers?
1997
Mona Matthews and John E. Kesner - Georgia State University
Literacy Learning and Social Status: Merging the Two to Better Understand Children’s Pursuit of Literacy
Elizabeth B. Moje - University of Utah
Graffiti is a of State Mind and a Sign of Respect: A Study of Marginalized Adolescents’ Literacy Practices
Ruth C. Feldsberg - Universidad de Buenos Aires, Argentina
Literacy Uses of Bolivian Community Children in Argentina’s Public School System and at Home
1996
Diane Bushner and Jo Ann Brewer - Salem State College
A Study of the Effect of a Planned Program of Multicultural Literature Experiences on the Racial Attitudes of Elementary School Children at Three Grade Levels
Peter Afflerbach and Bruce VanSledright - University of Maryland
The Challenge of Understanding the Past: How Do Fifth Grade Readers Construct Meaning from Diverse History Texts?
Douglas K. Hartman - University of Pittsburgh
Mapping the Intertextual Lives of Two African American Male High School Students: Textual Practices in Classrooms and Communities
1995
George Kamberelis - Illinois
Beyond the Schoolhouse Doors: How Can Teachers Enhance Literacy Learning By Building Stronger Home-School-Community Connections?
Patricia A. Edwards and Kimberly von Allmen - Michigan State University
Examining Dialogues Used in Facilitating Parental Understanding of First-Graders’ Reading and Writing
Ian A.G. Wilkinson and Michael A.R. Townsend - University of Auckland
Organizing for Instruction in Whole Language Classrooms: A Case Study of Grouping Practices in New Zealand
Phyllis A. Wilkinson - Webster University-St. Louis
Children’s Use of Cohesive Harmony in What They Write and Read: An Assessment and a Classroom Intervention
1994
Peter Dewitz - University of Toledo
Assessing the Effects of Portfolio Assessment in Elementary Classrooms
Lea M. McGee - Massachusetts
First Graders’ Responses to Literature: A Classroom Study
Monique S?n?chal and Jo-Anne LeFevre - Carleton University
The Role of Picture-Book Exposure in the Development of Language and Emergent Literacy
Michele L. Simpson and Sherrie L. Nist - University of Georgia
Academic Literacy: A Case Study of Strategic, Task, Domain-Specific, and Epistemological Knowledge
1993
Arua Eke Arua - Obafemi Awolowo University, Nigeria
Classroom Interaction in English and IGBO Reading Classes in Some Selected Primary Schools in South Eastern Nigeria
Camille Blachowicz and Cathryn Wimett - National Louis University
Supporting Cultural Diversity in Literacy Instruction: A Case Study Analysis
Michelle Commeyras - University of Georgia
A Study of the Process of Transferring Responsibility to Students for Elements of Dialogical-Thinking Reading Lessons
Ignacio Dalton - Argentina
Cooperative Design of Playing Centers in Classroom: The Impact of Play in Early Literacy Development—A Latin American Approach
William McGinley - University of Colorado
Understanding the Personal, Social, and Political Functions of Adolescents’ Self-Selected Reading of Literature
Patricia L. Scharer - Ohio State University
Comparing Narrative and Expository Texts: Exploring Questions of Use and Student/Teacher Verbal Interactions in Fourth- and Fifth-Grade Classrooms
1992
Evelyn Arizpe - Wolfson College
Reading Adolescent Literature in Mexico
Jean Frey - Virginia
Informing Instructional Theory Within a Teacher Research Community
Ellen McIntyre - University of Louisville
Teaching and Learning Skills in Whole Language, Primary Grade Classrooms: How Effective Is It?
Donna Rane-Szostak and Kaye Herth - Northern Illinois University
The Relationship Between Pleasure-Based Reading and Perceived Degree of Loneliness in Later Life
Kathy Short - University of Arizona
Study Groups: Exploring Literacy Issues Through Collaborative Dialogue
1991
Mark W. Conley - Michigan State University
The Rise of the Reading Profession
James Hoffman, Nancy Roser, Miriam Martinez, and Nora Forester - University of Texas
Raising the Level of Classroom Discourse in Storybook Discussions
Elfrieda Hiebert - University of Colorado
Effects of Congruent, Emergent Literacy Experiences Across Grade 1 and Chapter 1 on Becoming Literate
K. Denise Muth - University of Georgia
The Role of Comprehension Strategies in Middle School Mathematical Problem Solving
John O’Flahavan - University of Maryland
Concurrent Social and Intellectual Development in Teacher-Led and Peer Discussions about Literature
C.E. Onukaogu - Obafemi Awolowo Unviersity, Nigeria
An Empirical Validation of the 4P’s Reading Comprehension Teaching Model
Ronald Taylor - Missouri
Family Support Practices of Children’s Reading Development in a Highly Literate Society
1990
Barbara Guzzetti - Arizona State University
Meta-Analysis of the Prior Knowledge Instructional Intervention Research
Amy A. McClure - Ohio Wesleyan University
Third and Fourth Grade Children’s Responses to Poetry in Supportive Literary Contexts
Susan Neuman and Kathy Roskos - Temple University
The Influence of Literacy-Enriched Play Settings on Preschoolers’ Conceptions of Print
Scott Paris - University of Michigan
Innovations for Assessing Students’ Reading and Learning
David Reinking - University of Georgia
The Effects of Computer Based Book Reviews on Middle School Students’ Reading and Writing
Karen Zabrucky - Georgia State University
DeWayne Moore - Clemson University
An On-Line Investigation of Evaluation and Regulation of Understanding in Young and Old Adults
1989
Jo Beth Allen - University of Georgia
Becoming Literate: A Study of Literacy Learning by Students at Risk
Bonnie Konopak and Priscilla Drum - Louisiana State University
Science Learning in the Intermediate Grades: Facilitating the Transition from Basal Readers to Expository Texts
Lesley M. Morrow - Rutgers University
The Impact of a Voluntary Reading Program on Reading Achievement, Attitudes and Use of Literature in Urban Youth
1988
Barbara Murphy and Shirley Love - South Korea
Navajo Parent Child Reading Program
Paula J. Schwanenflugel - University of Georgia
The Influence of Discourse-Level Information on the Processing of Upcoming Words in Sentences
Nelson Rodriguez-Trujillo - Venezuela
Provision of Reading Material to Rural Areas: Effects on School and Community
1987
Franz Biglmaier - Freie Universitat, Germany
First Grade Reading Study in German Speaking Countries
Timothy Rasinski - Kent State University
How Reading Instruction Fosters or Inhibits the Development of Prosocial and Altruistic Attitudes and Behaviors in Students
1986
Armando Morles and Young Mi Kim - Venezuela
Reading Comprehension Skills Training and Cognitive Styles Among Venezuelan Secondary School Students
Denny Taylor - New Hampshire
Working Parents and Their Children: A Study of Family Literacy and Learning
William Teale and Miriam Martinez - University of Texas
Kindergarten Teachers’ Storybook Reading Styles and Their Relation to Children’s Story Comprehension
1985
David Bloome - University of Michigan
Culture, Language, School and Literacy
Nancy N. Spivey - Carnegie Mellon University
James R. King - Texas Woman’s University
The Development of Discourse Synthesizing Abilities
1984
Donna Alvermann and David Hayes - University of Georgia
How Classroom Discussion Affects Students’ Critical Reading Behavior
Richard L. Allington - New York
What is Remedial Reading? And Why?
Taffy E. Raphael and Bonnie Armbruster - Michigan State University and Center for the Study of Reading
Improving Expository Reading and Writing Skills: Teaching About Information Sources and Text Structure
1983
Lesley M. Morrow and Carol S. Weinstein - New York
Promoting Voluntary Reading: The Impact of a Home and School-Based Program
Karen K. Wixson - University of Michigan
The Effect of Instruction in Vocabulary Concepts on Skilled and Less Skilled Readers’ Comprehension
1982
Catherine Dorsey-Gaines and Denny Taylor - Kean College
The Cultural Context of Family Literacy
Mariam Jean Dreher - Maryland
Cognitive Processes Underlying Instantiation
Lee Galda - University of Georgia
Developmental Factors in Children’s Responses to Literature
Jane Hansen - University of New Hampshire
The Analysis of Data Used to Formulate Hypotheses about the Processes of Reading and Writing