Reading/Literacy Research Fellowship

The Reading/Literacy Research Fellowship of US$4,000 is given to a researcher outside the United States or Canada who has evidenced exceptional promise in reading research and deserves encouragement to continue working in the field of reading. Applicants must have received their doctorate or its equivalent within the past 5 years. Applicants must be Association members.


This award and fellowship is no longer available.  For more information, please contact research@reading.org.

The first IRA Reading Literacy Research Fellowship was awarded in 1972 and the final fellowship was awarded in May, 2011.

Award Recipients

2011

Sarah PfenningerSarah Pfenninger

Sarah Pfenninger of Manchester Metropolitan University of United Kingdom, for her work entitled “Series Literature in the 21st Century: Friend or Foe? 5th Grade Girls’ Engagement with the Tracey Beaker Book Series”

Sarah Pfenninger is a Senior Lecturer of English Education at Manchester Metropolitan University, Institute of Education in the United Kingdom. She teaches undergraduate and graduate courses in reading and literacy for the primary years. Sarah has worked with teachers and upper grade primary children as a teacher educator and language arts specialist in North Carolina, New York, London and Toronto. Her research interests include the role of children’s literature in a balanced literacy curriculum as well as children’s critical negotiations with these texts through meaningful dialogue and discussion, specifically relating to gender and popular culture.

2010

–Not given–

2009

–Not given–

2008

Jurgen Tijms
Amsterdam, The Netherlands

2007

Marja-Kristiina Lerkkanen
University of Jyvaskyla, Finland
Literacy development and motivation: A five-year follow-up of children, their parents, and teachers from school entry through early grades

2006

Lisa K. Kervin
University of Wollongong, Australia
Multiliteracies to engage upper elementary readers

2005

Oluwatoyin Dare Kolawole
Obafemi Awolowo University
A comparative analysis of the influence of adult litercy activities amongst grassroots people of northeastern Nigeria

2004

Fiona Lyddy
National University of Ireland, Maynooth
Automaticity of reading and word recognition in Irish-English bilinguals

2003

Elinor Saiegh-Haddad
Bar-Ilan University, Israel
Phonological distance and children’s acquisition of basic literacy

2001-2002

—Not Given—

2000

Clare P. Wood
The Open University, U.K.
Development of measures of spoken word recognition and temporal information processing for young children

1999

—Not Given—

1998

Bente Eriksen Hagtvet
University of Oslo, Norway
Children of dyslexic families: A longitudinal study of children of dyslexic parents, aged two to nine

Chukwuemeka Eze Onukaogu
Obafemi Awolowo University, Nigeria
The relative effectiveness of LUWRS in promoting functional and development-oriented literacy among Nigerian rural women

1994-1997

—Not Given—

1993

Anna-Lena Østern
Abo Akademi, Finland
Bilingualism and linguistic awareness: The importance of bilingualism and teaching for the metalinguistic awareness in children aged six to eight

1992

Victor H.P. van Daal
The Netherlands
Simulation of learning to read from a cross-linguistic view

1991

Adelina Arellano-Osuna
Venezuela
The empowering of teachers with whole language literacy events: A Latin American Experience

1990

Viking Brunell
Finland
Reading research in the Swedish-speaking Finland

1989

Timothy Oyetunde
University of Jos, Nigeria
Reading performance and processing strategies of selected secondary school students in Plateau State of Nigeria

1988

Cristina Zucchermaglio
University of Rome, Italy
Literacy and learning continuity between the ages 5 and 7: An experimental research of the processes of construction of written language

1987

Hsuan-Chih Chen
Chinese University of Hong Kong
Various types of computer display methods in the field of readability

1986

Lars-Erik Olsson
University of Goteborg, Sweden
Pupils’ and teachers’ conception of writing

1985

Marilda do Conto Cavalcanti
Brazil

1984

Sirkka-Liisa Rauramo
Finland examining the relationship between reading and writing and other factors in a child’s development

1983

—Not Given—

1982

Jan Ulijn
Eindhoven University of Technology, Netherlands

1981

—Not Given—

1980

Jean Whyte
Queens University, Ireland

1979

Elizabeth Hunter-Grundin
England

1978

Nancy Robinson
Ohio State University

1977

Desmond Swan
University College Belfield, Ireland

1976

Hans Grundin
England

1975

—Not Given—

1974

Renate Valtin
West Germany

1973

—Not Given—

1972

Takahiko Sakamoto
Japan
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