Jeanne S. Chall Research Fellowship

The 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.

Application Information

The applicants can complete and submit their applications online using a web-based grant management system. The deadline for online submission is January 15, 2009. Applicants may apply for more than one research grant; however, you are eligible to win only one research grant per award year. All applicants must be International Reading Association members.

New Applicants

The links below are for new applicants only. If you applied last year for any of the research grants, see the Previous Applicants section below.

Previous Applicants

If you applied last year for any of the research grants, you already have a profile in the grant system. You selected a username when you created your profile (it is not necessarily your IRA number). If you need a reminder, click "forgot username" on the log in page and it will be emailed to you.

For additional information, contact the Research and Policy Division

Fellowship Recipients

2008
Michael James Kieffer
Cambridge, MA

2007
Suzanne M. Adlof
University of Kansas
Grammatical Knowledge of Children with Specific Reading Comprehension Difficulties

2006
Laura R. Hedin
University of Illinois at Urbana-Champaign
The effect of think-aloud instruction on struggling readers’ self-monitoring, comprehension, and self-evaluation

2005
Tiffany P. Hogan
University of Kansas, Lawrence
Lexical representations and phonological awareness

2004
Julie Rosenthal
City University of New York
The mnemonic value of orthography for elementary students learning new vocabulary words

2003
Latisha L. Hayes
University of Virginia
Phonics instruction in beginning reading: A scientifically-based investigation of word study

2002
Yuuko Uchikoshi
Harvard University School of Education
The acquisition of English as a second language: An individual growth modeling approach

2001
Michelle A. Drouin
University of Oxford, England
Rhyme and complex language: A reading intervention study with at-risk three to four year olds

2000
—Not Given—

1999
Kathleen F. Clark
University of Minnesota, Twin Cities
The instructional scaffolding of very effective primary grade teachers in high-poverty schools

1998
Sherri L. Horner
CUNY Graduate Center
The effects of observational learning on preschoolers' alphabet knowledge

1997
—Not Given—