Dina Feitelson Research Award
| Dina Feitelson Research Award | |
|---|---|
| Awarded for | An outstanding empirical study published in English in a refereed journal |
| Presented by | International Reading Association |
| First awarded | 1997 |
| Website | http://www.reading.org/Resources/AwardsandGrants/research_feitelson.aspx |
The Dina Feitelson Research Award is an award established in 1997 by the International Reading Association to honor the memory of Dina Feitelson, the Israeli educator, who died in 1992.
Criteria for award
The award recognizes an outstanding empirical study published in English in a refereed journal. The work should report on one or more aspects of literacy acquisition, such as phonemic awareness, the alphabetic principle, bilingualism, or cross-cultural studies of beginning reading.[1]
Works may be submitted by the author or anyone else.
List of recipients
| Year | Recipients[1] | Works |
|---|---|---|
| 1997 | Darlene M. Tangel | “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) |
| 1998 | Peter J. Hatcher | “Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis”, Child Development (vol. 65) |
| 1999 | William E. Tunmer | “A Longitudinal Study of Beginning Reading Achievement and Reading Self-Concept”, British Journal of Educational Psychology (vol. 67) |
| 2000 | Jill Fitzgerald | “About Hopes, Aspirations, and Uncertainty: First-Grade English-Language Learners’ Emergent Reading”, Journal of Literacy Research (vol. 31, no. 2) |
| 2001 | Susan B. Neuman | “Books Make a Difference: A Study of Access to Literacy”, Reading Research Quarterly (vol. 34, no. 3)[2] |
| 2002 | Nell K. Duke | “3.6 Minutes Per Day: The Scarcity of Informational Texts in First Grade”, Reading Research Quarterly (vol. 35, no. 2)[3] |
| 2003 | Barbara A. Wasik | “Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms”, Journal of Educational Psychology (vol. 93) |
| 2004 | Anne McGill Franzen | “Learning to be Literate: A Comparison of Five Urban Early Childhood Programs”, Journal of Educational Psychology (vol. 94, no. 3) |
| 2005 | Darrell Morris | “Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade”, Reading Research Quarterly (vol. 38, no. 3)[4] |
| 2006 | Carol McDonald Connor | “Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading”, Scientific Studies of Reading (vol. 8)) |
| 2007 | Terrence Tivnanto | “Comparing Four Literacy Reform Models in High-Poverty Stricken Schools: Patterns of First-Grade Achievement”, The Elementary School Journal (vol. 105) |
| 2008 | Pia Rebello Britto | “Maternal Reading and Teaching Patterns: Associations With School Readiness in Low-Income African American Families”, Reading Research Quarterly (vol. 41, no. 1)[5] |
| 2009 | Catherine F. Compton-Lilly | “The Complexities of Reading Capital in Two Puerto Rican Families”, Reading Research Quarterly (vol. 42, no. 1)[6] |
| 2010 | 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) |
| 2011 | Lisa Hammett Price | "Talk During Book Sharing Between Parents and Preschool Children: A Comparison Between Storybook and Expository Book Conditions", Reading Research Quarterly (Vol. 44, No 2) |
| 2012 | Sheila W. Valencia
Min Li |
"Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity", Reading Research Quarterly (Vol. 4) |
| 2013 | Michael J. Kieffer | "Converging Trajectories: Reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8", American Educational Research Journal (Vol. 48 No. 5) |
| 2014 | Shayne B. Piasta | "How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement", Journal of Educational Psychology (Vol. 104 No. 4) |
| 2015 | Lori E. Skibbe | "Longitudinal relations between parental writing support and preschoolers' language and literacy skills", Reading Research Quarterly (Vol. 48 No. 4) |
| 2016 | Susan Hopewell | "Struggling Reader or Emerging Biliterate Student? Reevaluating the Criteria for Labeling Emerging Bilingual Students as Low Achieving", Journal of Literacy Research (Vol. 46 No. 1) |
| 2017 | Lea M. McGee | "Change Over Time in First Graders' Strategic Use of Information at Point of Difficulty in Reading", Reading Research Quarterly (Vol. 50 No. 3) |
| 2018 | Maren Aukerman | "The Pictures Can Say More Things: Change Across Time in Young Children’s References to Images and Words During Text Discussion", Reading Research Quarterly (Vol. 51 No. 3) |
| 2019 | Dani Kachorsky | "Meaning Making With Picturebooks: Young Children's Use of Semiotic Resources", Literacy Research and Instruction (Vol. 56 No. 3) |
References
- ^ a b "Dina Feitelson Award". Archived from the original on 2010-05-11. Retrieved 2010-07-02.
- ^ "Abstract from works - 2001 Award". Archived from the original on 2012-09-02. Retrieved 2019-07-25.
- ^ "Abstract from works - 2002 Award". Archived from the original on 2012-09-02. Retrieved 2019-07-25.
- ^ "Abstract from works - 2005 Award". Archived from the original on 2011-10-27. Retrieved 2019-07-25.
- ^ "Abstract from works - 2008 Award". Archived from the original on 2012-09-02. Retrieved 2019-07-25.
- ^ "Abstract from works - 2009 Award". Archived from the original on 2009-09-07. Retrieved 2019-07-25.