Albert J. Harris Award

The Albert J. Harris Award is given for a recently published journal article or monograph that makes an outstanding contribution to our understanding of prevention or assessment of reading or learning disabilities. Publications may be submitted by the author or anyone else. Copies may be duplicated from the actual publication; reprints are also acceptable.

Nomination for the Albert J. Harris 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
Scott G. Paris
“Reinterpreting the Development of Reading Skills”
Reading Research Quarterly (vol. 40, no. 2)

2006
Patricia G. Mathes
Carolyn A. Denton
Jack M. Fletcher
Jason L. Anthony
David J. Francis
Christopher W; Schatschneider
“The Effects of Theoretically Different Instruction and Student Characteristics on the Skills of Struggling Readers”
Reading Research Quarterly (vol. 40, no. 2)

2005
Barbara M. Taylor
P. David Pearson
Debra S. Peterson
Michael C. Rodriguez
“Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning”
Elementary School Journal (vol. 104, no. 1)

2004
Wendy A. Paterson
Julie Jacobs Henry
Karen O’Quin
Maria A. Ceprano
Elfreda V. Blue
“Investigating the Effectiveness of an Integrated Learning System on Early Emergent Readers”
Reading Research Quarterly (vol. 38, no. 2)

2003
Judith Langer
“Beating the Odds: Teaching Middle and High School Students to Read and Write Well”
American Educational Research Journal (vol. 38)

2002
Gail E. Jordan
Catherine E. Snow
Michelle V. Porche
“Project EASE: The Effect of a Family Literacy Project on Kindergarten Students’ Early Literacy Skills”
Reading Research Quarterly (vol. 35, no. 4)

2001
Lauren Leslie
Linda Allen
“Factors That Predict Success in an Early Literacy Intervention Project”
Reading Research Quarterly (vol. 34, no. 4)

2000
Miriam Alfassi
“Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes”
American Educational Research Journal (vol. 35, no. 2)

1999
Robert T. Jiménez
“The Strategic Reading Abilities and Potential of Five Low-Literacy Latina/o Readers in Middle School”
Reading Research Quarterly (vol. 32, no. 3)

1998
Susan M. Tancock
“Catie: A Case Study of One First Grader’s Reading Status”
Reading Research and Instruction (vol. 36, no. 2)

1997
Timothy Shanahan
Rebecca Barr
“Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners”
Reading Research Quarterly (vol. 30, no. 4)

1996
Michael Pressley
Joan Rankin
“More About Whole Language Methods of Reading Instruction for Students at Risk for Early Reading Failure”
Learning Disabilities and Practice (vol. 9, no. 3)

1995
Karen F. Thomas
Mary Alice Barksdale-Ladd
“Using Whole Language With Children We Have Failed to Teach to Read”
Reading and Writing Quarterly: Overcoming Learning Difficulties (vol. 10)

1994
Colleen M. Fairbanks
“Labels, Literacy, and Enabling Learning: Glenn’s Story”
Harvard Education Review (vol. 62, no. 4)

1993
Claude Goldenberg
Ronald Gallimore
“Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement”
Educational Researcher (vol. 20, no. 8)

1992
Keith Stanovich
“Discrepancy Definitions of Reading Disability: Has Intelligence Led Us Astray?”
Reading Research Quarterly (vol. 26, no. 1)

1991
Gay Su Pinnell
“Reading Recovery: Helping At-Risk Children Learn to Read”
The Elementary School Journal (vol. 90, no. 2)

1990
Anne McGill-Franzen
Richard L. Allington
“Different Programs, Indifferent Instruction”
In D.K. Lipsky & A. Gartner (Eds.), Beyond Separate Education: Quality Education for All, Paul H. Brookes, 1989

1989
Dale H. Schunk
Jo Mary Rice
“Enhancing Comprehension Skill and Self-Efficacy With Strategy Value Information”
Journal of Reading Behavior (vol. 19, no. 3)

1988
Keith E. Stanovich
“Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy”
Reading Research Quarterly (vol. 21, no. 4)

1987
Peter H. Johnston
“Understanding Reading Disability”
Harvard Educational Review (vol. 55, no. 2)

1986
George W. Hynd
Cynthia R. Hynd
“Dyslexia: Neuroanatomical/Neurolinguistic Perspectives”
Reading Research Quarterly (vol. 19, no. 4)

1985
Rena B. Lewis
“Learning Disabilities And Reading: Instructional Recommendations From Current Research”
Exceptional Children (vol. 50. no. 3)

1984
Andrew Hess
“An Analysis of the Cognitive Processes Underlying Problems in Reading Comprehension”
Journal of Reading Behavior (vol. 19, no. 3)

1983
Stuart McNaughton
“The Influence of Immediate Teacher Correction on Self-Corrections and Proficient Oral Reading”
Journal of Reading Behavior (vol. 13, no. 4)

1982
Mona J. Beebe
“The Effect of Different Types of Substitution Miscues on Reading”
Reading Research Quarterly (vol. 15, no. 3)

1981
Susanna W. Pflaum
Ernest T. Pascarella
“Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning Disabled Children”
Reading Research Quarterly (vol. 16, no. 1)

1980
P.G. Aaron
“Dyslexia, an Imbalance in Cerebral Information-Processing Strategies”
Perceptual and Motor Skills (vol. 47)

1979
James Cummins
J. P. Das
“Cognitive Processing and Reading Difficulties: A Framework for Research”
Alberta Journal of Education Research

1978
Thomas Sticht
“Development of an Experimental Literacy Assessment Battery”

1977
Paul Satz
“Some Developmental and Predictive Percursors of Reading Disabilities: A Six-Year Follow-Up”

1976
—Not given—

1975
Harry Singer
“IQ Is And Is Not Related to Reading”
In Intelligence and Reading, International Reading Association, 1974