Awards & Grants

ILA Dina Feitelson Research Award

This is a US$500 award established to honor the memory of Dina Feitelson for a current literature published worldwide, focusing on reading and related disciplines to recognize an outstanding empirical study, published in English in a refereed journal. Journals include reports on an investigation of aspects of literacy acquisition such as phonemic awareness, the alphabetic principle, bilingualism, home influences on literacy development, or cross-cultural studies of beginning reading. The results of the study should have clear implications for instruction. Publications from January 2016 through December 2016 are eligible for the 2018 award.

Sponsored by Jehuda Feitelson

Open: September 15, 2018

Deadline: March 15, 2019

We are currently updating the materials for this award/grant. For more details, please email ILAAwards@reading.org.

Recent recipients

2018

Maren Aukerman
Lorien Chambers Schuldt

Maren Aukerman and Lorien Chambers Schuldt
"The Pictures Can Say More Things": Change Across Time in Young Children’s References to Images and Words During Text Discussion, Reading Research Quarterly, 51(3), 267–287.

2017

Lea M. McGee, Hwewon Kim, Kathryn S. Nelson, and Mary D. Fried
Change Over Time in First Graders' Strategic Use of Information at Point of Difficulty in Reading. Reading Research Quarterly, 50(3), 263–291.

2016

Susan Hopewell and Kathy Escamilla
Struggling Reader or Emerging Biliterate Student? Reevaluating the Criteria for Labeling Emerging Bilingual Students as Low Achieving. Journal of Literacy Research, 46(1), 68–89.

2015

Lori E. Skibbe, Samantha W. Bindman, Annemarie H. Hindman, Dorit Aram, and Frederick J. Morrison
Longitudinal relations between parental writing support and preschoolers' language and literacy skills. Reading Research Quarterly, 48 (4), 387–401.

2014

Shayne B. Piasta, Yaacov Petsche, and Laura Justice
How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement. Journal of Educational Psychology, 104(4), 945–958.

For additional information, contact ILAAwards@reading.org.