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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.
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.
Year
Recipients[ 1]
Works
1997
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)
1998
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, no. 1)
1999
William E. Tunmer
James W. Chapman
“A Longitudinal Study of Beginning Reading Achievement and Reading Self-Concept ”, British Journal of Educational Psychology (vol. 67, no. 3)
2000
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)
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
Mary Alice Bond
“Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms ”, Journal of Educational Psychology (vol. 93, no. 2)
2004
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)
2005
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)[ 4]
2006
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, no. 4))
2007
Terrence Tivnanto
Lowry Hemphill
“Comparing Four Literacy Reform Models in High-Poverty Stricken Schools: Patterns of First-Grade Achievement ”, The Elementary School Journal (vol. 105, no. 5)
2008
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)[ 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
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)
2012
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 ", 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
Yaacov Petscher
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 (Vol. 104 No. 4)
2015
Lori E. Skibbe
Samantha W. Bindman
Annemarie H. Hindman
Dorit Aram
Frederick J. Morrison
"Longitudinal relations between parental writing support and preschoolers' language and literacy skills ", Reading Research Quarterly (Vol. 48 No. 4)
2016
Susan Hopewell
Kathy Escamilla
"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
Hwewon Kim
Kathryn S. Nelson
Mary D. Fried
"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
Lorien Chambers Schuldt
"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
Lindsey Moses
Frank Serafini
Megan Hoelting
"Meaning Making With Picturebooks: Young Children's Use of Semiotic Resources ", Literacy Research and Instruction (Vol. 56 No. 3)
2022
Seung-Hee Claire Son
Kirsten R. Butcher
Lauren Aimonette Liang
"The Influence of Interactive Features in Storybook Apps on Children’s Reading Comprehension and Story Enjoyment ", The Elementary School Journal (Vol. 120 No. 3)
2022
Mary-Claire Ball
Erin Curran
Fabrice Tanoh
Hermann Akpé
Shakhlo Nematova
Kaja K. Jasińska
"Learning to Read in Environments With High Risk of Illiteracy: The Role of Bilingualism and Bilingual Education in Supporting Reading ", Journal of Educational Psychology (Vol. 114 No. 5)
2023
Marianne Rice
Florina Erbeli
Christopher G. Thompson
Mary Rose Sallese
Melissa Fogarty
"Phonemic Awareness: A Meta-Analysis for Planning Effective Instruction ", Reading Research Quarterly (Vol. 57 No. 4)
2024
Amber Lawson
"We Can Draw and Think About It Ourselves: Putting Culture and Race in Phonics Instruction ", Reading Research Quarterly (vol. 59 No. 1)