Dina Feitelson Research Award

The Dina Feitelson Research Award is a US$500 award established to honor the memory of Dina Feitelson by recognizing 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. Works may be submitted by the author or anyone else.

Nomination for the Dina Feitelson Research Award is open to all literacy professionals. The deadline for submission is September 1.

For additional information, contact the Research and Policy Division.

Award Recipients

2007
Terrence Tivnan
Lowry Hemphill
“Comparing Four Literacy Reform Models in High-Poverty Stricken Schools: Patterns of First-Grade Achievement”
The Elementary School Journal (vol. 105)

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)

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)

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)

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)

2002
Nell K. Duke
“3.6 Minutes Per Day: The Scarcity of Informational Texts in First Grade”
Reading Research Quarterly (vol. 35, no. 2)

2001
Susan B. Neuman
“Books Make a Difference: A Study of Access to Literacy”
Reading Research Quarterly (vol. 34, 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)

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)

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)

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)