Dina Feitelson Research Award
Encyclopedia
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.
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.
Works may be submitted by the author or anyone else.
International Reading Association
The International Reading Association is an international professional organization that was created in 1956 to improve reading instruction, facilitate dialogue about research on reading, and encourage the habit of reading....
to honor the memory of Dina Feitelson
Dina Feitelson
Dina Feitelson , also known as Dina Feitelson-Schur , was an Israeli educator and scholar in the field of reading acquisition.-Biography:...
, the Israeli educator, who died in 1992.
Criteria for award
The award recognizes an outstanding empirical study published in EnglishEnglish language
English is a West Germanic language that arose in the Anglo-Saxon kingdoms of England and spread into what was to become south-east Scotland under the influence of the Anglian medieval kingdom of Northumbria...
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.
Works may be submitted by the author or anyone else.
List of recipients
| Year | Recipients | 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 Susan B. Neuman Susan Neuman is a prominent educator, researcher, and education policy-maker in early childhood and literacy development. As of 2010, she is Professor of Educational Studies at the University of Michigan.... |
“Books Make a Difference: A Study of Access to Literacy”, Reading Research Quarterly (vol. 34, no. 3) |
| 2002 | Nell K. Duke Nell K. Duke Nell K. Duke is a contemporary educator and literacy researcher with an interest in informational text, early literacy development, with an emphasis on children living in poverty, reading comprehension instruction, and education researcher preparation... |
“3.6 Minutes Per Day: The Scarcity of Informational Texts in First Grade”, Reading Research Quarterly (vol. 35, no. 2) |
| 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 Richard G. Lomax Richard Lomax Richard G. Lomax is a tenured Professor of Education at the School of Educational Policy and Leadership and the College of Education and Human Ecology at Ohio State University... Jan Perney |
“Developmental Steps in Learning to Read: A Longitudinal Study in Kindergarten and First Grade”, Reading Research Quarterly (vol. 38, no. 3) |
| 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) |
| 2009 | Catherine F. Compton-Lilly | “The Complexities of Reading Capital in Two Puerto Rican Families”, Reading Research Quarterly (vol. 42, no. 1) |
| 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) |