Dina Feitelson Research Award

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Dina Feitelson Research Award
Awarded forAn outstanding empirical study published in English in a refereed journal
Presented byInternational Reading Association
First awarded1997
Websitehttps://www.literacyworldwide.org/about-us/awards-grants/ila-dina-feitelson-research-award

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

“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

Charles Hulme

“Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis”, Child Development (vol. 65, no. 1)
1999

“A Longitudinal Study of Beginning Reading Achievement and Reading Self-Concept”, British Journal of Educational Psychology (vol. 67, no. 3)
2000

“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

“Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms”, Journal of Educational Psychology (vol. 93, no. 2)
2004

“Learning to be Literate: A Comparison of Five Urban Early Childhood Programs”, Journal of Educational Psychology (vol. 94, no. 3)
2005

Richard G. Lomax

“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, no. 4))
2007

“Comparing Four Literacy Reform Models in High-Poverty Stricken Schools: Patterns of First-Grade Achievement”, The Elementary School Journal (vol. 105, no. 5)
2008

Jeanne Brooks-Gunn

“Maternal Reading and Teaching Patterns: Associations With School Readiness in Low-Income African American Families”, Reading Research Quarterly (vol. 41, no. 1)[5]
2009 “The Complexities of Reading Capital in Two Puerto Rican Families”, Reading Research Quarterly (vol. 42, no. 1)[6]
2010 "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

"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

Min Li

"Oral Reading Fluency Assessment: Issues of Construct, Criterion, and Consequential Validity", Reading Research Quarterly (Vol. 4)
2013 "Converging Trajectories: Reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8", American Educational Research Journal (Vol. 48 No. 5)
2014

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

"Longitudinal relations between parental writing support and preschoolers' language and literacy skills", Reading Research Quarterly (Vol. 48 No. 4)
2016

"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

"Change Over Time in First Graders' Strategic Use of Information at Point of Difficulty in Reading", Reading Research Quarterly (Vol. 50 No. 3)
2018

"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

Frank Serafini

"Meaning Making With Picturebooks: Young Children's Use of Semiotic Resources", Literacy Research and Instruction (Vol. 56 No. 3)

References[]

  1. ^ a b "Dina Feitelson Award". Archived from the original on 2010-05-11. Retrieved 2010-07-02.
  2. ^ "Abstract from works - 2001 Award". Archived from the original on 2012-09-02. Retrieved 2019-07-25.
  3. ^ "Abstract from works - 2002 Award". Archived from the original on 2012-09-02. Retrieved 2019-07-25.
  4. ^ "Abstract from works - 2005 Award". Archived from the original on 2011-10-27. Retrieved 2019-07-25.
  5. ^ "Abstract from works - 2008 Award". Archived from the original on 2012-09-02. Retrieved 2019-07-25.
  6. ^ "Abstract from works - 2009 Award". Archived from the original on 2009-09-07. Retrieved 2019-07-25.

External links[]

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