| 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 |
| Official 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.
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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) |
| 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) |
| 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) |
| 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 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)) |
| 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) |
| 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) |