IRA Dina Feitelson Research Award

The IRA Dina Feitelson Research Award is a US$500 award supported by Jehuda Feitelson was established to honor the memory of Dina Feitelson for a current literature published worldwide focusing on reading and related disciplines to recognize an outstanding empirical study, published in English in a refereed journal.

Nomination for the IRA Dina Feitelson Research Award is open to all literacy professionals.

Submission deadline: September 1, 2013 (Closed)

Eligibility for the 2014 Award Year

The competition is open for publications in English that have appeared in a refereed journal between January 2012 and December 2012. Eligible works include reports on an investigation of aspects of literacy acquisition such as phonemic awareness, the alphabetic principle, bilingualism, home influences on literacy development, or cross-cultural studies of beginning reading. The results of the study should have clear implications for instruction.

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

"Converging Trajectories: Reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8," published in American Educational Research Journal, 48(5), 1187-1225, October 2011
Michael J. Kieffer

Michael J. Kieffer, New York University, New York, NY

Michael J. Kieffer is Associate Professor of Literacy Education at the Steinhardt School of Culture, Education, and Human Development at New York University.  He studies the language and literacy development of students from linguistically diverse backgrounds.  A former middle school teacher, he aims to conduct research that can inform instruction and policy to improve the reading outcomes of students in urban schools, especially adolescent English language learners.  His research has included longitudinal studies of the reading and language development of English language learners, experimental and quasi-experimental evaluations of academic vocabulary instruction, and secondary analyses of large longitudinal datasets.  His current research interests include metalinguistic skills involved in vocabulary learning, sources of reading comprehension difficulties, discipline-specific reading comprehension skills, and the role of attention in second-language reading growth.  His work has been recognized by awards from the International Reading Association, the Spencer Foundation, and the National Academy of Education.  He currently serves as Associate Editor of Reading and Writing: An Interdisciplinary Journal and on the editorial boards of Reading Research Quarterly, Scientific Studies of Reading, Journal of Educational Psychology, and the Elementary School Journal.  He received his doctorate from Harvard Graduate School of Education in 2009 and taught at Teachers College, Columbia University prior to coming to Steinhardt.

Sheila W. Valencia
Antony T. Smith
Anne M. Reece
Min Li
Karen K. Wixson
Heather Newman

"Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity" published in Reading Research Quarterly in 2010, Volume 4.
Lisa Hammett Price
Anne van Kleec
Carl J. Huberty

"Talk During Book Sharing Between Parents and Preschool Children: A Comparison Between Storybook and Expository Book Conditions" Reading Research Quarterly Vol. 44, No 2, pp. 171-194 (2009, April/May/June)
Deborah Wells Rowe

"The Social Construction of Intentionality: Two-Year-Olds' and Adults' Participation at a Preschool Writing Center,"
Research in the Teaching of English(vol. 42, no. 4)
Catherine F. Compton-Lilly

"The Complexities of Reading Capital in Two Puerto Rican Families"
Reading Research Quarterly (vol. 42, no. 1)
Pia Rebello Britto
Jeanne Brooks-Gunn
Terri M. Griffin

"Maternal Reading and Teaching Patterns: Associations With School Readiness in Low-Income African American Families"
Reading Research Quarterly (vol. 41, no. 1)
Terrence Tivnan
Lowry Hemphill

"Comparing Four Literacy Reform Models in High-Poverty Stricken Schools: Patterns of First-Grade Achievement"
The Elementary School Journal (vol. 105)
Carol McDonald Connor
Frederick J. Morrison
Leslie E. Katch

"Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading"
Scientific Studies of Reading (vol. 8)
Darrell Morris
Janet W. Bloodgood
Richard G. Lomax
Jan Perney

"Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade"
Reading Research Quarterly (vol. 38, no. 3)
Anne McGill Franzen
Ellen Adams
Cynthia Lanford

"Learning to be Literate: A Comparison of Five Urban Early Childhood Programs"
Journal of Educational Psychology (vol. 94, no. 3)
Barbara A. Wasik
Mary Alice Bond

"Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms"
Journal of Educational Psychology (vol. 93)
Nell K. Duke

"3.6 Minutes Per Day: The Scarcity of Informational Texts in First Grade"
Reading Research Quarterly (vol. 35, no. 2)
Susan B. Neuman

"Books Make a Difference: A Study of Access to Literacy"
Reading Research Quarterly (vol. 34, no. 3)
Jill Fitzgerald
George W. Noblit

"About Hopes, Aspirations, and Uncertainty: First-Grade English-Language Learners' Emergent Reading"
Journal of Literacy Research (vol. 31, no. 2)
William E. Tunmer
James W. Chapman

"A Longitudinal Study of Beginning Reading Achievement and Reading Self-Concept"
British Journal of Educational Psychology (vol. 67)
Peter J. Hatcher
Charles Hulme
Andrew W. Ellis

"Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis"
Child Development (vol. 65)
Darlene M. Tangel
Benita A. Blachman

"Effect of Phoneme Awareness Instruction on the Invented Spelling of First-Grade Children: A One-Year Follow-Up"
Journal of Reading Behavior (vol. 27, no. 2)
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