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'''Linnea C. Ehri, Ph.D.''' is an American psychologist, currently Distinguished Professor Emerita of Educational Psychology at [[Graduate Center, CUNY|the Graduate Center]] of the [[City University of New York|City University of New York (CUNY)]].<ref>{{Cite web |url=https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Linnea-Ehri |title=Linnea Ehri |publisher=cuny.edu |accessdate=December 11, 2016 |archive-url=https://web.archive.org/web/20161219191217/http://gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Linnea-Ehri/ |archive-date=December 19, 2016 |url-status=dead |df=mdy-all }}</ref><ref>{{Cite web |url=https://www.worldcat.org/identities/lccn-n77011259/ |title=Ehri, Linnea C. |publisher=worldcat.org |accessdate=December 11, 2016}}</ref> She is an expert on the development of [[reading]]<ref name=":0" />––specifically, the process of [[orthographic mapping]], which involves the "formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory."<ref>{{Cite journal|last=Ehri|first=Linnea C.|date=2014-01-02|title=Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning|url=https://doi.org/10.1080/10888438.2013.819356|journal=Scientific Studies of Reading|volume=18|issue=1|pages=5–21|doi=10.1080/10888438.2013.819356|issn=1088-8438}}</ref>
'''Linnea Carlson Ehri, Ph.D.''' is an American psychologist, currently Distinguished Professor Emerita of Educational Psychology at [[Graduate Center, CUNY|the Graduate Center]] of the [[City University of New York|City University of New York (CUNY)]].<ref>{{Cite web |url=https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Linnea-Ehri |title=Linnea Ehri |publisher=cuny.edu |accessdate=December 11, 2016 |archive-url=https://web.archive.org/web/20161219191217/http://gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Faculty-Bios/Linnea-Ehri/ |archive-date=December 19, 2016 |url-status=dead |df=mdy-all }}</ref><ref>{{Cite web |url=https://www.worldcat.org/identities/lccn-n77011259/ |title=Ehri, Linnea C. |publisher=worldcat.org |accessdate=December 11, 2016}}</ref> She is an expert on the development of [[reading]]<ref name=":0" /><ref>{{Cite web|title=RIP to Advanced Phonemic Awareness {{!}} Shanahan on Literacy|url=https://www.shanahanonliteracy.com/blog/rip-to-advanced-phonemic-awareness#sthash.ZgFdkgrf.dpbs|access-date=2022-01-24|website=www.shanahanonliteracy.com}}</ref>––specifically, the process of [[orthographic mapping]], which involves the "formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory."<ref>{{Cite journal|last=Ehri|first=Linnea C.|date=2014-01-02|title=Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning|url=https://doi.org/10.1080/10888438.2013.819356|journal=Scientific Studies of Reading|volume=18|issue=1|pages=5–21|doi=10.1080/10888438.2013.819356|issn=1088-8438}}</ref>


Ehri served on the [[National Reading Panel|National Reading Panel,]] commissioned by the [[United States Congress|U.S. Congress]] to report on research-based methods of effective reading instruction from 1997-2000.<ref name=":0">{{Cite web|last=Parker|first=Stephen|date=2021-10-07|title=The Essential Linnea Ehri|url=https://www.parkerphonics.com/post/the-essential-linnea-ehri|access-date=2022-01-23|website=ParkerPhonics|language=en}}</ref> As a member of the panel, she chaired both the [[Alphabet|alphabetics]] subgroup.<ref>National Reading Panel. Teaching children to read: Reports of the subgroups. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf</ref> Using [[meta-analysis]], the group documented the benefits of [[Systematic Phonics|systematic phonics]]<ref>{{Cite journal|last=Ehri|first=Linnea C.|last2=Nunes|first2=Simone R.|last3=Stahl|first3=Steven A.|last4=Willows|first4=Dale M.|date=2001|title=Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis|url=https://doi.org/10.3102/00346543071003393|journal=Review of Educational Research|volume=71|issue=3|pages=393–447|doi=10.3102/00346543071003393|issn=0034-6543}}</ref> and [[phonemic awareness]] instruction<ref>{{Cite journal|last=Ehri|first=Linnea C.|last2=Nunes|first2=Simone R.|last3=Willows|first3=Dale M.|last4=Schuster|first4=Barbara Valeska|last5=Yaghoub-Zadeh|first5=Zohreh|last6=Shanahan|first6=Timothy|date=2001-07-09|title=Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis|url=https://doi.org/10.1598/RRQ.36.3.2|journal=Reading Research Quarterly|volume=36|issue=3|pages=250–287|doi=10.1598/rrq.36.3.2|issn=0034-0553}}</ref> in helping children learn to read.
Ehri served on the [[National Reading Panel|National Reading Panel,]] commissioned by the [[United States Congress|U.S. Congress]] to report on research-based methods of effective reading instruction from 1997-2000.<ref name=":0">{{Cite web|last=Parker|first=Stephen|date=2021-10-07|title=The Essential Linnea Ehri|url=https://www.parkerphonics.com/post/the-essential-linnea-ehri|access-date=2022-01-23|website=ParkerPhonics|language=en}}</ref> As a member of the panel, she chaired both the [[Alphabet|alphabetics]] subgroup.<ref>National Reading Panel. Teaching children to read: Reports of the subgroups. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf</ref> Using [[meta-analysis]], the group documented the benefits of [[Systematic Phonics|systematic phonics]]<ref>{{Cite journal|last=Ehri|first=Linnea C.|last2=Nunes|first2=Simone R.|last3=Stahl|first3=Steven A.|last4=Willows|first4=Dale M.|date=2001|title=Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis|url=https://doi.org/10.3102/00346543071003393|journal=Review of Educational Research|volume=71|issue=3|pages=393–447|doi=10.3102/00346543071003393|issn=0034-6543}}</ref> and [[phonemic awareness]] instruction<ref>{{Cite journal|last=Ehri|first=Linnea C.|last2=Nunes|first2=Simone R.|last3=Willows|first3=Dale M.|last4=Schuster|first4=Barbara Valeska|last5=Yaghoub-Zadeh|first5=Zohreh|last6=Shanahan|first6=Timothy|date=2001-07-09|title=Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis|url=https://doi.org/10.1598/RRQ.36.3.2|journal=Reading Research Quarterly|volume=36|issue=3|pages=250–287|doi=10.1598/rrq.36.3.2|issn=0034-0553}}</ref> in helping children learn to read.
⚫
== Biography ==
Ehri received her B.S. in Psychology at the [[University of Washington]] in 1963; her M.A. in Psychology at [[San Francisco State University]] in 1966 and her doctorate in Educational Psychology from [[University of California, Berkeley]] in 1970.

Ehri was a member of the faculty of the [[University of California, Davis]]<ref>{{Cite web|title=Linnea C. Ehri|url=https://education.ucdavis.edu/faculty-profile/linnea-c-ehri|access-date=2022-01-23|website=UC Davis School of Education|language=en}}</ref> School of Education from 1969 to 1991, prior to joining the faculty of the Graduate Center, CUNY as a Distinguished Professor in 1991.

⚫
Ehri served on the Board of Directors of the National Reading Conference from 1994–1996. She was President of the [[Society for the Scientific Study of Reading]] from 1996-1997.<ref>{{Cite news|date=2014-08-27|title=SSSR Presidents|language=en|work=Society for the Scientific Study of Reading|url=https://www.triplesr.org/sssr-presidents|access-date=2018-08-01}}</ref>

Since her retirement in 2019, Ehri has continued to advise students and collaborate on studies of literacy development and [[reading instruction]].


== Awards ==
== Awards ==
* Fellow of the [[American Educational Research Association]] (2008)
* Fellow of the [[American Educational Research Association]] (2008)
* Distinguished Scientist Award from the Society for the Scientific Study of Reading (2002)<ref>{{Cite web|date=2016-08-12|title=Distinguished Scientific Contributions Award|url=https://www.triplesr.org/distinguished-scientific-contributions-award|access-date=2022-01-23|website=Society for the Scientific Study of Reading|language=en}}</ref>
* Distinguished Scientist Award from the Society for the Scientific Study of Reading (2002)<ref>{{Cite web|date=2016-08-12|title=Distinguished Scientific Contributions Award|url=https://www.triplesr.org/distinguished-scientific-contributions-award|access-date=2022-01-23|website=Society for the Scientific Study of Reading|language=en}}</ref>
* [[Sylvia Scribner]] Research Award from American Educational Research Association, Division C (1998)<ref>{{Cite journal|date=1999|title=Annual Report|journal=Educational Researcher|volume=28|issue=6|pages=27–41|jstor=1177294|doi=10.3102/0013189X028006027|s2cid=131816195}}</ref>
* [[Sylvia Scribner]] Research Award from American Educational Research Association, Division C (1998)<ref>{{Cite journal|date=1999|title=Annual Report|journal=Educational Researcher|volume=28|issue=6|pages=27–41|doi=10.3102/0013189X028006027|jstor=1177294|s2cid=131816195}}</ref>
* Reading Hall of Fame of the [[International Reading Association]] (1998)<ref>{{Cite web|url=https://www.readinghalloffame.org/current-members|title=Living Members {{!}} Reading Hall of Fame|website=www.readinghalloffame.org|language=en|access-date=2018-08-01}}</ref>
* Reading Hall of Fame of the [[International Reading Association]] (1998)<ref>{{Cite web|title=Living Members {{!}} Reading Hall of Fame|url=https://www.readinghalloffame.org/current-members|access-date=2018-08-01|website=www.readinghalloffame.org|language=en}}</ref>
* Oscar S. Causey Award for Distinguished Research from the National Reading Conference (1991)<ref>{{Cite web|url=https://www.literacyresearchassociation.org/oscar-s-causey-award#winners|title=Award: Oscar S. Causey Award|website=www.literacyresearchassociation.org|language=en-us|access-date=2018-08-01}}</ref>
* Oscar S. Causey Award for Distinguished Research from the National Reading Conference (1991)<ref>{{Cite web|title=Award: Oscar S. Causey Award|url=https://www.literacyresearchassociation.org/oscar-s-causey-award#winners|access-date=2018-08-01|website=www.literacyresearchassociation.org|language=en-us}}</ref>
* Milton D. Jacobson Award from the International Reading Association (1981)
* Milton D. Jacobson Award from the International Reading Association (1981)
* Fellow of the [[American Psychological Association]], Division 15 Educational Psychology (1980)
* Fellow of the [[American Psychological Association]], Division 15 Educational Psychology (1980)

⚫
== Biography ==
Ehri received her B.S. in Psychology at the [[University of Washington]] in 1963; her M.A. in Psychology at [[San Francisco State University]] in 1966 and her doctorate in Educational Psychology from [[University of California, Berkeley]] in 1970. Ehri was a member of the faculty of the [[University of California, Davis]]<ref>{{Cite web|title=Linnea C. Ehri|url=https://education.ucdavis.edu/faculty-profile/linnea-c-ehri|access-date=2022-01-23|website=UC Davis School of Education|language=en}}</ref> School of Education from 1969 to 1991, prior to joining the faculty of the Graduate Center, CUNY as a Distinguished Professor in 1991. Her research on the development of reading and spelling was supported by the [[Eunice Kennedy Shriver National Institute of Child Health and Human Development|National Institute of Child Health and Human Development]].<ref>{{Cite web|title=MOVEMENT INTO READING AND THE CONTRIBUTION OF SPELLING Project Number 1R01HD023719-01A1|url=https://reporter.nih.gov/project-details/3323932|access-date=2022-01-24|website=reporter.nih.gov}}</ref>

⚫
Ehri served on the Board of Directors of the National Reading Conference from 1994–1996. She was President of the [[Society for the Scientific Study of Reading]] from 1996-1997.<ref>{{Cite news|date=2014-08-27|title=SSSR Presidents|language=en|work=Society for the Scientific Study of Reading|url=https://www.triplesr.org/sssr-presidents|access-date=2018-08-01}}</ref>

In addition to her theory of orthographic mapping, Ehri is best known for her work describing the four stages of learning to read words, referred to as pre-alphabetic, partial, full, and consolidated alphabetic phases.<ref>{{Cite book|last=Kennison|first=Shelia M.|url=https://www.worldcat.org/oclc/1020562061|title=Psychology of language : theory and applications|date=2019|isbn=978-1-137-54526-8|location=London|oclc=1020562061}}</ref> Over time and with practice, readers are able to read familiar words by accessing them directly from memory––a process Ehri called [[sight word reading]].<ref>{{Cite journal|last=Ehri|first=Linnea C.|date=2005-04-01|title=Learning to Read Words: Theory, Findings, and Issues|url=https://doi.org/10.1207/s1532799xssr0902_4|journal=Scientific Studies of Reading|volume=9|issue=2|pages=167–188|doi=10.1207/s1532799xssr0902_4|issn=1088-8438}}</ref>

Since her retirement in 2018, Ehri has continued advising students and collaborating on research on emerging readers<ref>{{Citation|last=Miles|first=Katharine Pace|title=Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning|date=2019|url=https://doi.org/10.1007/978-3-030-26550-2_4|work=Reading Development and Difficulties: Bridging the Gap Between Research and Practice|pages=63–82|editor-last=Kilpatrick|editor-first=David A.|place=Cham|publisher=Springer International Publishing|language=en|doi=10.1007/978-3-030-26550-2_4|isbn=978-3-030-26550-2|access-date=2022-01-24|last2=Ehri|first2=Linnea C.|editor2-last=Joshi|editor2-first=R. Malatesha|editor3-last=Wagner|editor3-first=Richard K.}}</ref><ref>{{Cite journal|last=O’Leary|first=Robin|last2=Ehri|first2=Linnea C.|date=2020|title=Orthography Facilitates Memory for Proper Names in Emergent Readers|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/rrq.255|journal=Reading Research Quarterly|language=en|volume=55|issue=1|pages=75–93|doi=10.1002/rrq.255|issn=1936-2722}}</ref>and evidence-based [[reading instruction]].<ref>{{Cite journal|last=Ehri|first=Linnea C.|last2=Flugman|first2=Bert|date=2018-02-01|title=Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students|url=https://doi.org/10.1007/s11145-017-9792-7|journal=Reading and Writing|language=en|volume=31|issue=2|pages=425–456|doi=10.1007/s11145-017-9792-7|issn=1573-0905}}</ref><ref>{{Cite journal|last=Gonzalez-Frey|first=Selenid M.|last2=Ehri|first2=Linnea C.|date=2021-05-04|title=Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words|url=https://doi.org/10.1080/10888438.2020.1776290|journal=Scientific Studies of Reading|volume=25|issue=3|pages=272–285|doi=10.1080/10888438.2020.1776290|issn=1088-8438}}</ref>


== Books ==
== Books ==

Revision as of 00:49, 24 January 2022

Linnea Ehri
Alma mater
  • University of Washington (BS)
  • San Francisco State University (MA)
  • University of California, Berkeley (PhD)
Awards
  • (2002) Distinguished Scientist Award, Society for the Scientific Study of Reading
  • (1998) Sylvia Scribner Research Award, American Educational Research Association
  • (1998) Reading Hall of Fame, International Reading Association
Scientific career
FieldsEducational Psychology
InstitutionsThe Graduate Center, CUNY

Linnea Carlson Ehri, Ph.D. is an American psychologist, currently Distinguished Professor Emerita of Educational Psychology at the Graduate Center of the City University of New York (CUNY).[1][2] She is an expert on the development of reading[3][4]––specifically, the process of orthographic mapping, which involves the "formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory."[5]

Ehri served on the National Reading Panel, commissioned by the U.S. Congress to report on research-based methods of effective reading instruction from 1997-2000.[3] As a member of the panel, she chaired both the alphabetics subgroup.[6] Using meta-analysis, the group documented the benefits of systematic phonics[7] and phonemic awareness instruction[8] in helping children learn to read.

Awards

Biography

Ehri received her B.S. in Psychology at the University of Washington in 1963; her M.A. in Psychology at San Francisco State University in 1966 and her doctorate in Educational Psychology from University of California, Berkeley in 1970. Ehri was a member of the faculty of the University of California, Davis[13] School of Education from 1969 to 1991, prior to joining the faculty of the Graduate Center, CUNY as a Distinguished Professor in 1991. Her research on the development of reading and spelling was supported by the National Institute of Child Health and Human Development.[14]

Ehri served on the Board of Directors of the National Reading Conference from 1994–1996. She was President of the Society for the Scientific Study of Reading from 1996-1997.[15]

In addition to her theory of orthographic mapping, Ehri is best known for her work describing the four stages of learning to read words, referred to as pre-alphabetic, partial, full, and consolidated alphabetic phases.[16] Over time and with practice, readers are able to read familiar words by accessing them directly from memory––a process Ehri called sight word reading.[17]

Since her retirement in 2018, Ehri has continued advising students and collaborating on research on emerging readers[18][19]and evidence-based reading instruction.[20][21]

Books

  • Gough, P. B., Ehri, L. C., & Treiman, R. (Eds.). (1992). Reading acquisition. Routledge.
  • Metsala, J. L., & Ehri, L. C. (Eds.). (1998). Word recognition in beginning literacy. Erlbaum.

Representative papers

  • Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19(1), 5-31.
  • Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116–125.
  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188.
  • Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
  • Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55, S45-S60.

References

  1. ^ "Linnea Ehri". cuny.edu. Archived from the original on December 19, 2016. Retrieved December 11, 2016.
  2. ^ "Ehri, Linnea C." worldcat.org. Retrieved December 11, 2016.
  3. ^ a b Parker, Stephen (2021-10-07). "The Essential Linnea Ehri". ParkerPhonics. Retrieved 2022-01-23.
  4. ^ "RIP to Advanced Phonemic Awareness | Shanahan on Literacy". www.shanahanonliteracy.com. Retrieved 2022-01-24.
  5. ^ Ehri, Linnea C. (2014-01-02). "Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning". Scientific Studies of Reading. 18 (1): 5–21. doi:10.1080/10888438.2013.819356. ISSN 1088-8438.
  6. ^ National Reading Panel. Teaching children to read: Reports of the subgroups. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
  7. ^ Ehri, Linnea C.; Nunes, Simone R.; Stahl, Steven A.; Willows, Dale M. (2001). "Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis". Review of Educational Research. 71 (3): 393–447. doi:10.3102/00346543071003393. ISSN 0034-6543.
  8. ^ Ehri, Linnea C.; Nunes, Simone R.; Willows, Dale M.; Schuster, Barbara Valeska; Yaghoub-Zadeh, Zohreh; Shanahan, Timothy (2001-07-09). "Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis". Reading Research Quarterly. 36 (3): 250–287. doi:10.1598/rrq.36.3.2. ISSN 0034-0553.
  9. ^ "Distinguished Scientific Contributions Award". Society for the Scientific Study of Reading. 2016-08-12. Retrieved 2022-01-23.
  10. ^ "Annual Report". Educational Researcher. 28 (6): 27–41. 1999. doi:10.3102/0013189X028006027. JSTOR 1177294. S2CID 131816195.
  11. ^ "Living Members | Reading Hall of Fame". www.readinghalloffame.org. Retrieved 2018-08-01.
  12. ^ "Award: Oscar S. Causey Award". www.literacyresearchassociation.org. Retrieved 2018-08-01.
  13. ^ "Linnea C. Ehri". UC Davis School of Education. Retrieved 2022-01-23.
  14. ^ "MOVEMENT INTO READING AND THE CONTRIBUTION OF SPELLING Project Number 1R01HD023719-01A1". reporter.nih.gov. Retrieved 2022-01-24.
  15. ^ "SSSR Presidents". Society for the Scientific Study of Reading. 2014-08-27. Retrieved 2018-08-01.
  16. ^ Kennison, Shelia M. (2019). Psychology of language : theory and applications. London. ISBN 978-1-137-54526-8. OCLC 1020562061.{{cite book}}: CS1 maint: location missing publisher (link)
  17. ^ Ehri, Linnea C. (2005-04-01). "Learning to Read Words: Theory, Findings, and Issues". Scientific Studies of Reading. 9 (2): 167–188. doi:10.1207/s1532799xssr0902_4. ISSN 1088-8438.
  18. ^ Miles, Katharine Pace; Ehri, Linnea C. (2019), Kilpatrick, David A.; Joshi, R. Malatesha; Wagner, Richard K. (eds.), "Orthographic Mapping Facilitates Sight Word Memory and Vocabulary Learning", Reading Development and Difficulties: Bridging the Gap Between Research and Practice, Cham: Springer International Publishing, pp. 63–82, doi:10.1007/978-3-030-26550-2_4, ISBN 978-3-030-26550-2, retrieved 2022-01-24
  19. ^ O’Leary, Robin; Ehri, Linnea C. (2020). "Orthography Facilitates Memory for Proper Names in Emergent Readers". Reading Research Quarterly. 55 (1): 75–93. doi:10.1002/rrq.255. ISSN 1936-2722.
  20. ^ Ehri, Linnea C.; Flugman, Bert (2018-02-01). "Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students". Reading and Writing. 31 (2): 425–456. doi:10.1007/s11145-017-9792-7. ISSN 1573-0905.
  21. ^ Gonzalez-Frey, Selenid M.; Ehri, Linnea C. (2021-05-04). "Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words". Scientific Studies of Reading. 25 (3): 272–285. doi:10.1080/10888438.2020.1776290. ISSN 1088-8438.
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