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
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.
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.
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.
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.