Awards & Grants

ILA Dina Feitelson Research Award

This is a US$500 award 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. Journals 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. Publications from January 2015 through December 2015 are eligible for the 2017 award.

Sponsored by Jehuda Feitelson

Deadline: January 15

Application

Guidelines

Recent recipients

2016

Susan Hopewell
Kathy Escamilla

Susan Hopewell & Kathy Escamilla, University of Colorado Boulder, Boulder, CO
Struggling Reader or Emerging Biliterate Student? Reevaluating the Criteria for Labeling Emerging Bilingual Students as Low Achieving. Journal of Literacy Research, 46(1), 68–89, March 2014.

2015

Lori E. Skibbe, Samantha W. Bindman, Annemarie H. Hindman, Dorit Aram, and Frederick J. Morrison
Longitudinal relations between parental writing support and preschoolers' language and literacy skills. Reading Research Quarterly, 48 (4), 387–401.

2014

Shayne B. Piasta, Yaacov Petsche, and Laura Justice
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, 104(4), 945–958.

2013

Michael J. Kieffer
Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade 8. American Educational Research, 48(5), 1187–1225.

2012

Sheila W. Valencia, Antony T. Smith, Anne M. Reece, Min Li, Karen K. Wixson, and Heather Newman
Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270–291.

For additional information, contact ILAAwards@reading.org.