Welcome
to the website
of Linnea C. Ehri
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am a Distinguished Professor at the Graduate Center of the City University
of New York. I am a member of the faculty in Educational Psychology and
in Speech and Hearing Sciences. I conduct research on literacy acquisition.
I am especially interested in how children learn to read and spell and what
causes some children difficulty in becoming good readers and spellers. For
more information about my research, you can examine the papers I have published
(see below). For information about our Ph.D. program, see the information
for prospective students below as well as the Educational
Psychology website. |
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How
to Contact Me
Ph.D. Program
in Educational Psychology
Graduate Center of the City University of New York
365 Fifth Avenue
New York, NY 10016
Phone: 212-817-8294
email: LEhri@gc.cuny.edu
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| Prospective Students |
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| Education |
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| Research Publications |
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Current Research Grant
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| Honors & Awards |
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To
Prospective Students:
If you are
interested in Ph.D. level study in Educational Psychology with a specialization
in literacy acquisition, you should consider our program here at the CUNY
Graduate Center. We are housed in a lovely 9-story building located on
Fifth Avenue in midtown Manhattan across the street from the Empire State
Building.
These are
some facts about our program:
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Degree.
We are strictly
a doctoral-level program. We do not offer a seperate masters-level program
(although there is a procedure for those who wish an enroute masters degree).
Our program is open to students who hold either a bachelors or masters
degree. The program involves completing 60 course credits and a dissertation
leading to a Ph.D. in Educational Psychology. Students who enter with
a Masters Degree may receive some credit for equivalent gradulate-level
courses taken. Students may enroll full-time (at least 9 credits per semester)
or part-time (6 credits per semester). We prepare students to design,
conduct, and evaluate basic and applied research on topics in educational
psychology.
Students
enter our program in one of four areas of concentration: (1) learning
development and instruction, (2) statistics and measurement, (3) policy
analysis, and (4) school psychology. Students interested in literacy enroll
in the area of learning development and instruction. Through courses and
student mentoring, I offer preparation in the conduct of reseach on literacy.
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Entry
Requirements.
Applicants
need to submit GRE scores and letters of recommendation. They need to
have taken a course in Statistics and a course in Experimental Psychology
before they begin the program. Students may be admitted without these
courses but they must complete them before beginning their first semester.
In our program, students acquire a strong background in the conduct of
quantitative experimental research, so having this background is essential.
We admit
about 20 students per year. Our students range in age from early 20s to
50s. About half are full-time and half are part-time. Some come with degrees
and backgrounds in education and teaching. Some come with degrees in psychology
and experience conducting research. Some come with degrees in Linguistics
or English. Some are new to the field.
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Course
Offerings.
Our courses
are offered in the late afternoon and evening, 4:15 to 6:15 and 6:30 to
8:30 p.m. on Monday through Thursday. After the first year, course enrollments
tend to be small. In literacy courses, there may be 5 to 8 students.
My courses
focus onlearning, development and instruction in literacy, and how to
design, conduct, and evaluate research in this field. I
teach the following courses:
- U862:
Theory and Research in Early Literacy: The Preschool and Early Elementary
School Years
- U863:
Theory and Research on Literacy in School Settings: Grades 3 through
12
- U865:
Theory and Research on Reading Disabilities.
Other members
of our faculty offer courses of interest to literacy students including
Professors Barry Zimmerman (self-regulated learning), Carol Tittle (teacher
knowledge, beliefs and practices) and Helen Johnson (language development).
Professors at other CUNY campuses are available to work with students,
including Professors Gaoyin Qian (Lehman College) and Hollis Scarborough
(Brooklyn College).
Courses
in language and literacy are also offered in other programs at the Graduate
Center. In the Speech and Hearing program, there are faculty members with
expertise on topics of interest to literacy students, including language
development, specific language impairment, neurolinguistics, aphasia,
and bilingualism. These courses are offered by Professors James Jenkins,
Loraine Obler, Richard Schwartz, Valerie Shafer, and Winifred Strange.
In the Psychology program, Professor Colette Daiute offers courses in
writing and qualitative research. In Linguistics, faculty include Professors
Diane Bradley specializing in psycholinguistics and Ricardo Otheguy in
bilingualism.
Also we
have a consortial arrangement with Columbia Teachers College, Fordham
University, and the Psychology Department at NYU. After the first year,
if there are elective courses that extend students' doctoral work in their
area of specialization and if these courses are not offered at CUNY, students
may enroll through CUNY in courses at these universities. For students
in literacy, this offers the possibility of coursework with Professors
Dolores Perin and Joanna Williams at Columbia TC, and Joanna Uhry at Fordham.
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Job Prospects
After Graduation.
The
program prepares students to conduct research and to teach at the college
level. While in the program, students may receive experience serving as
research assistants on projects at the Center for Advanced Studies in
Education (CASE), a research institute at the Gradute Center. They may
be hired to teach undergraduate courses in educational psychology at one
of the CUNY campuses. They may work with a professor as a Writing Fellow.
Upon completing the program, students are eligible for various types of
positions including faculty positions in colleges or universities and
research positions at foundations or governmental agencies or in school
districts.
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Doctoral
Dissertations of Students I Have Supervised.
I have chaired
dissertations for the following students:
1. Dr. Daphne
Greenberg: Are word reading processes the same or different in adult literacy
students and 3rd-5th graders matched for reading level? (published in
Journal of Educational Psychology, 1997, 89, 262-288)
2. Dr. Barbara
DiBenedetto: Analogous nonword reading in normal and poor decoders at
a variety of word recognition levels: Comparisons before and after remedial
intervention.
3. Dr. Howard
Fogel: Teaching elementary students who speak Black English Vernacular
to write in Standard English: Effects of dialect transformation practice.
(published in Contemporary Educational Psychology, 2000, 25, 212-235)
4. Dr. Maria
Castiglioni-Spalten: Phonemic awareness instruction: Contribution of articulatory
segmentation to novice beginners' reading and spelling. (published in
Scientific Studies of Reading, 2003, 7, 25-52)
5. Dr. Alpana
Bhattacharya: Graphosyllabic analysis helps adolescent struggling readers
read and spell words. (to be published in Journal of Learning Disabilities)
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Education
- B.S.
(1963) in Psychology at the University of Washington in Seattle.
- M.A.
(1966) in Psychology at San Francisco State University
- Ph.D.
(1970) in Educational Psychology at the University of California, Berkeley
- Dissertation:
The Relevance of Some Linguistic Variables in Noun Pair Learning and
Prompted Sentence Recall: An Anatomy of the Deep Structure
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Research
Publications |
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1.
1969 Ehri, L. C. and Rohwer, W. D., Jr. Verb facilitation of paired-associated
learning as a function of syntactic and semantic relations. Journal of
Verbal Learning and Verbal Behavior, 8, 773-781. |
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1972 Ehri, L. C. Sentence contexts as facilitators of noun pair learning
in children. Journal of Experimental Child Psychology, 14, 242-256.
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1972 Ehri, L. C. and Richardson, D. Antonym adjective contexts and the facilitation
of noun-pair learning in children. Journal of Verbal Learning and Verbal
Behavior, 11, 387-397. |
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1973 Ehri, L. C. Language production, comprehension, and seriation capabilities
in children. Proceedings, 81st Annual Convention, American Psychological
Association, 8(1), 81-82. |
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5. 1974 Ehri, L. C. Deep and surface structure in children's sentence learning.
Journal of Experimental Child Psychology, 17, 18-36. |
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1974 Ehri, L. C. and Ammon, P. R. Children's comprehension of comparative
sentence transformations. Child Development, 45, 512- 516. |
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1974 Ehri, L. C. and Muzio, I. M. Cognitive style and reasoning about speed.
Journal of Educational Psychology, 66, 569-571. |
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8.
1974 Ehri, L. C. and Muzio, I. M. The influence of verb meanings on memory
for adjectives. Journal of Verbal Learning and Verbal Behavior, 13,
265-271. |
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1974 Ehri, L. C. and Wilce, L. S. Research in brief: Printed intonation
cues and reading in children. Visible Language, 8, 265-274. |
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10.
1975 Ehri, L. C. Word consciousness in readers and prereaders. Journal
of Educational Psychology, 67, 204-212. |
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11.
1976 Lefever, M. M. and Ehri, L. C. The relationship between field independence
and sentence disambiguation ability. Journal of Psycholinguistic Research,
5, 99-106. |
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12.
1976 Ehri, L. C. Do words really interfere in naming pictures? Child
Development, 47, 502-505. |
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13.
1976 Ehri, L. C. Comprehension and production of adjectives and seriation.
Journal of Child Language, 3, 369-384. |
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14.
1976 Ehri, L. C. Word learning in beginning readers and prereaders: Effects
of form class and defining contexts. Journal of Educational Psychology,
68, 832-842. |
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15.
1977 Ehri, L. C. Do adjectives and functors interfere as much as nouns in
naming pictures? Child Development, 48, 697-701. |
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16.
1978 Ehri, L. C. Beginning reading from a psycholinguistic perspective:
Amalgamation of word identities. In F. B. Murray (Ed.), The Development
of the Reading Process, International Reading Association Monograph
(No. 3). Newark, Del.: International Reading Association, pp. 1-33. |
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17.
1979 Ehri, L. C. Linguistic insight: Threshold of reading acquisition. In
T. G. Waller and G. E. MacKinnon (Eds.), Reading Research: Advances in
Theory and Practice Volume 1. New York: Academic Press, pp. 63-114.
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18.
1979 Ehri, L. C., and Wilce, L. S. Does word training increase or decrease
interference in a stroop task? Journal of Experimental Child Psychology,
27, 352-364. |
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19.
1979 Ehri, L. C. and Wilce, L. S. The mnemonic value of orthography among
beginning readers. Journal of Educational Psychology, 71, 26-40. |
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20.
1979 Ehri, L. C. and Roberts, K. T. Do beginners learn printed words better
in contexts or in isolation? Child Development, 50, 675-685. |
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21.
1980 Shaffer, T. M. and Ehri, L. C. Seriators' and non-seriators' comprehension
of comparative adjective forms. Journal of Psycholinguistic Research,
9, 187-204. |
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22.
1980 Ehri, L. C. and Ryan, E. B. Performance of bilinguals in a picture-word
interference task. Journal of Psycholinguistic Research, 9, 285-302.
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23.
1980 Ehri, L. C. The development of orthographic images. In U. Frith (Ed.),
Cognitive Processes in Spelling. London, England: Academic Press,
pp. 311-338. |
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24.
1980 Ehri, L. C. The role of orthographic images in learning printed words.
In J. Kavanagh and R. Venezky (Eds.), Orthography, Reading and Dyslexia.
Baltimore, MD: University Park Press, pp. 155-170. |
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25.
1980 Ehri, L. C. and Wilce, L. S. Do beginners learn to read function words
better in sentences or in lists? Reading Research Quarterly, 15,
451-476. |
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26.
1980 Ehri, L. C. and Galanis, A. H. Teaching children to comprehend propositions
conjoined by "before" and "after." Journal of Experimental Child Psychology,
30, 308-324. |
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27.
1980 Ehri, L. C. and Wilce, L. S. The influence of orthography on readers'
conceptualization of the phonemic structure of words. Applied Psycholinguistics,
1, 371-385. |
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28.
1982 Ehri, L. C. and Wilce, L. S. Recognition of spellings printed in lower
and mixed case: Evidence for orthographic images. Journal of Reading
Behavior, 14, 219-230. |
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29. 1982 Ehri, L. C. and Wilce, L. S. The salience of silent letters in
children's memory for word spellings. Memory and Cognition, 10, 155-166. |
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30.
1983 Ehri. L. C. Summaries and a critique of five studies related to letter-name
knowledge and learning to read. In L. Gentile, M. Kamil, & J. Blanchard
(Eds.), Reading Research Revisited. Columbus, Ohio: C. E. Merrill,
pp. 131-153. |
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31.
1983 Ehri, L. C. and Wilce, L. S. Development of word identification speed
in skilled and less skilled beginning readers. Journal of Educational
Psychology, 75, 3-18. |
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32.
1983 Roberts, K. T. and Ehri, L. C. Effects of two types of letter rehearsal
on skilled and less skilled beginning readers' word memory. Contemporary
Educational Psychology, 8, 375-390. |
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33.
1983 Hohn, W. E. and Ehri, L. C. Do alphabet letters help prereaders acquire
phonemic segmentation skill? Journal of Educational Psychology, 75,
752-762. |
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34.
1984 Ehri, L. C. How orthography alters spoken language competencies in
children learning to read and spell. In J. Downing and R. Valtin (Eds.),
Language Awareness and Learning to Read. New York: Springer Verlag,
pp. 119-147. |
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35.
1984 Drake, D. A. & Ehri, L. C. Spelling acquisition: Effects of pronouncing
words on memory for their spellings. Cognition and Instruction, 1,
297-320. |
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36.
1984 Ehri, L. C., Deffner, N. D. & Wilce, L. S. Pictorial mnemonics for
phonics. Journal of Educational Psychology, 76, 880-893. |
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37.
1984 Masonheimer, P. E., Drum, P. A., & Ehri, L. C. Does environmental print
identification lead children into word reading? Journal of Reading Behavior,
16, 257-72. |
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38.
1985 Ehri, L. C. Effects of printed language acquisition on speech. In D.
R. Olson, N. G. Torrance, & A. Hildyard (Eds.), Literacy, Language and
Learning: The Nature and Consequences of Reading and Writing. Cambridge
University Press, pp. 333-367. |
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39.
1985 Ehri, L. C., & Wilce, L. S. Movement into reading: Is the first stage
of printed word learning visual or phonetic? Reading Research Quarterly,
1985, 20, 163-179. |
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40.
1986 Ehri, L. C., & Wilce, L. S. The influence of spellings on speech: Are
alveolar flaps /d/ or /t/? In D. Yaden & S. Templeton (Eds.) Metalinguistic
Awareness and Beginning Literacy. Portsmouth, NH: Heinemann, pp. 101-114.
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41.
1986 Ehri, L. C. Sources of difficulty in learning to spell and read. In
M. L. Wolraich & D. Routh (Eds.), Advances in developmental and behavioral
pediatrics. Greenwich, Conn.: Jai Press, pp. 121-195. |
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42.
1987 Ehri, L. C., & Wilce, L. S. Cipher versus cue reading: An experiment
in decoding acquisition. Journal of Educational Psychology, 79, 3-13. |
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43.
1987 Ehri, L. C., & Wilce, L. S. Does learning to spell help beginners learn
to read words? Reading Research Quarterly, 22, 47-65. |
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44.
1987 Ehri, L. C. Learning to read and spell words. Journal of Reading
Behavior, 19, 5-31. |
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45.
1987 Ehri, L. C., Wilce, L. S. & Taylor, B. B. Children's categorization
of short vowels in words and the influence of spellings. Merrill Palmer
Quarterly, 33, 393-421. |
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46.
1988 Ehri, L. C., Gibbs, A., & Underwood, T. L. Influence of errors on learning
the spellings of English words. Contemporary Educational Psychology,
13, 236-253. |
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47.
1989 Ehri, L. C. Movement into word reading and spelling: How spelling contributes
to reading. In J. Mason (Ed.), Reading/Writing Connections. Boston,
MA: Allyn Bacon, pp. 65-81. |
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48.
1989 Tierney, R., Caplan, R., Ehri, L., Healy, M. K., & Hurdlow, M. Writing
and reading working together. In A. H. Dyson (Ed.), Collaboration through
Writing and Reading. Urbana, IL: National Council of Teachers of English,
pp. 169-209. |
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49.
1989 Ehri, L. C. The development of spelling knowledge and its role in reading
acquisition and reading disability. Journal of Learning Disabilities,
22, 356-365. |
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50.
1989 Ehri, L. C. Learning to read and spell words. In L. Rieben & C. Perfetti
(Eds.), L'apprenti lecteur--Apports experimentaux et implications pedagogique.
Neuchatel: Nelachaux et Niestle. |
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51.
1990 Scott, J. A., & Ehri, L. C. Sight word reading in prereaders: Use of
logographic vs. alphabetic access routes. Journal of Reading Behavior,
22, 149-166. |
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52.
1990 Ehri, L. C. Development of the ability to read words. In R. Barr, M.
L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading
Research (Volume II) (pp. 383-417). New York: Longman. |
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53.
1991 Maul, B. D. K., & Ehri, L. C. Memory for spellings in normal and dysgraphic
spellers: Do dysgraphics spell by ear but not eye? In R. M. Joshi (Ed.),
Written Language Disorders (pp. 25-42). Dordrecht, The Netherlands:
Kluwer Academic Publishers. |
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54.
1991 Ehri, L. C. Learning to read and spell words. In L. Rieben & C. Perfetti
(Eds.), Learning to Read: Basic Research and its Implications (pp.
57-73). Hillsdale, NJ: Erlbaum. (English translation of #50) |
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55.
1991 Ehri, L. C. The development of reading and spelling in children: An
overview. In M. Snowling & M. Thomson (Eds.), Dyslexia: Integrating Theory
and Practice (pp. 63-79). London, England: Whurr Publishers. |
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56.
1991 Ehri, L. C., & J. Sweet. Fingerpoint-reading of memorized text: What
enables beginners to process the print? Reading Research Quarterly,
26, 442-462. |
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57.
1992 Ehri, L. C., & Robbins, C., Beginners need some decoding skill to read
words by analogy. Reading Research Quarterly, 27, 12-26. |
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58.
1992 Ehri, L. C. Reconceptualizing the development of sight word reading
and its relationship to recoding. In P. Gough, L. C. Ehri, & R. Treiman
(Eds.), Reading Acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
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59.
1992 Gough, P., Ehri, L. C., & Treiman, R. (Eds.), Reading Acquisition.
Hillsdale, NJ: Erlbaum. |
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60.
1992 Ehri, L. C. Review and commentary: Stages of spelling development.
In S. Templeton & D. Bear (Eds.), Development of Orthographic Knowledge
and the Foundations of Literacy: A Memorial Festschrift for Edmund H. Henderson
(pp. 307-332). Hillsdale, N.J.: Erlbaum. |
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61.
1993 Ehri, L. C. Becoming an alphabetic reader is not easy for emergent
readers. International Journal of Educational Research, 19, 607-616.
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62.
1993 Ehri, L. C. How English orthography influences phonological knowledge
as children learn to read and spell. In R. J. Scholes (Ed.), Literacy
and language analysis (pp. 21-43). Hillsdale, NJ: Erlbaum. |
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63.
1993 Ehri, L. C. Commentary on the Bielefeld Screening Battery to predict
reading and spelling difficulties. In H. Grimm & H. Skowronek (Eds.), Language
Acquisition Problems and Reading Disorders: Aspects of Diagnosis and Intervention
(pp. 243-255). Berlin, Germany: Walter deGruyter. |
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64.
1994 Ehri, L. C. Development of the ability to read words: Update. In R.
Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes
of Reading (4th edition) (pp. 323-358). Newark, DE: International Reading
Association. |
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65.
1994 Robbins, C. & Ehri, L. C. Listening to stories helps kindergartners
learn new vocabulary words. Journal of Educational Psychology, 86,
54-64. |
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66.
1995 Ehri, L. C. Teachers need to know how word reading processes develop
to teach reading effectively to beginners. In C. Hedley, T. Antonacci, &
M. Rabinowitz (Eds.), Literacy and Thinking: The Mind at Work in the
Classroom (pp. 167-188). Hillsdale, NJ: Erlbaum. |
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67.
1995 Ehri, L. C. & Williams, J. P. Learning to read and learning to teach
reading. In F. Murray (Ed.), The Teacher Educator's Handbook: Building
a Knowledge Base for the Preparation of Teachers (pp. 231-244). San
Francisco, CA: Jossey-Bass. |
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68. 1995 Ehri, L. C. Teachers need to know how word reading processes develop
to teach reading effectively to beginners. In P. Owen & P. Pumfrey (Eds.),
Children Learning to Read: International Concerns (Volume 1, pp.
9-31). Hampshire, England: Falmer Press. (same as #66) |
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69.
1995 Ehri, L. C. Phases of development in learning to read words by sight.
Journal of Research in Reading, 18, 116-125. |
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70.
1995 Ehri, L. C. & Saltmarsh, J. Beginning readers outperform older disabled
readers in learning to read words by sight. Reading and Writing: An Interdisciplinary
Journal, 7, 295-326. |
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71.
1996 Ehri, L. C. Researching how children learn to read: Controversies in
science are not like controversies in practice. In G. Brannigan (Ed.), The
Enlightened Educator: Research Adventures in the Schools (pp. 179-204).
Boston, MA: McGraw Hill. |
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72.
1996 Ehri, L. C. & Chun, C. How alphabetic/phonemic knowledge facilitates
text processing in emergent readers. In J. Shimron (Ed.), Literacy and
Education. (pp. 69-93). Cresskill, NJ: Hampton. |
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73.
1996 Gaskins, I., Ehri, L., Cress, C., O'Hara, C., & Donnelly, K. Procedures
for word learning: Making discoveries about words. The Reading Teacher,
50, 312-327. (Reprinted in Teaching Struggling Readers, R. Allington
(Ed.), International Reading Association, 1998). |
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74.
1996 Gaskins, I., Ehri, L., Cress, C., O'Hara, C., & Donnelly, K. Analyzing
words and making discoveries about the alphabetic system: Activities for
beginning readers. Language Arts, 74, 172-184. |
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75.
1996 Ehri, L. C. Sight Word reading and its development in beginning readers
of English and German. In E. Witruk & G. Friedrich (Eds.), Padagogische
Psychologie im Streit um ein neues Selbstverstandnis. Landau, Germany:
Verlag Empirische Padagogik. |
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76.
1997 Ehri, L. Phonemic awareness and learning to read. Literacy Development
in Young Children, 4, pp. 2-3. |
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77.
1997 Ehri, L. Sight word learning in normal readers and dyslexics. In B.
Blachman (Ed.), Foundations of Reading Acquisition and Dyslexia: Implications
for Early Intervention (pp. 163-189). Mahwah, NJ: Erlbaum. |
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78.
1997 Greenberg, D., Ehri, L, & Perin, D. Are word reading processes the
same or different in adult literacy students and 3rd-5th graders matched
for reading level? Journal of Educational Psychology, 89, 262-288. |
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79.
1997 Ehri, L. Learning to read and learning to spell are one and the same,
almost. In C. Perfetti, L. Rieben, & Fayol, M. (Eds.), Learning to Spell:
Research, Theory and Practice Across Languages(pp. 237-269). Mahwah,
NJ: Erlbaum. |
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80.
1998 Ehri, L. C. Word reading by sight and by analogy in beginning readers.
In C. Hulme & M. Joshi (Eds.), Reading and Spelling: Development and
Disorders (pp. 87-112). Mahwah, NJ: Erlbaum. |
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81.
1998 Ehri, L. Grapheme-phoneme knowledge is essential for learning to read
words in English. In J. Metsala & L. Ehri (Eds.), Word Recognition in
Beginning Literacy (pp. 3-40). Mahwah, NJ: Erlbaum. |
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82.
1998 Metsala, J. & Ehri, L. (Eds.), Word Recognition in Beginning Literacy.
Mahwah, NJ: Erlbaum. |
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83.
1998 Ehri, L., & McCormick, S. Phases of word learning: Implications for
instruction with delayed and disabled readers. Reading and Writing Quarterly,
14, 135-163. |
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84.
1998 Scarborough, H., Ehri, L., Olson, R., & Fowler, A. The fate of phonemic
awareness beyond the elementary school years. Scientific Study of Reading,
2, 115-142. |
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85.
1998 Ehri, L. Research on learning to read and spell: A personal-historical
perspective. Scientific Study of Reading, 2, 97-114. |
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86.
1999 Ehri, L. & Sofer, A. Graphophonemic awareness: Development in elementary
students. Scientific Study of Reading, 3, 1-30. |
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87.
1999 Ehri, L. Phases of development in learning to read words. In J. Oakhill
& R. Beard (Eds.), Reading Development and the Teaching of Reading: A
Psychological Perspective (pp. 79-108). Oxford, UK: Blackwell Publishers. |
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88.
1999 Ehri, L. The unobtrusive role of words in reading text. In A. Watson,
& L. Giorcelli (Eds.), Accepting the Literacy Challenge. Sydney,
AU: Scholastic. |
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89.
1999 Uhry, J. & Ehri, L. Children's reading acquisition. In D. Wagner, R.
Venezky, & B. Street (Eds.), Literacy: An International Handbook.
Boulder, CO: Westview Press. |
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90.
1999 Uhry, J. & Ehri, L. Ease of segmenting two- and three-phoneme words
in kindergarten: Rime cohesion or vowel salience? Journal of Educational
Psychology, 91, 594-603. |
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91.
2000 Fogel, H. & Ehri, L. Teaching elementary students who speak Black English
Vernacular to write in Standard English: Effects of dialect transformation
practice. Contemporary Educational Psychology, 25, 212-235. |
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92.
2000 Gaskins, I., Ehri, L., Cress, C., O'Hara, C. & Donnelly, K. Kinder
werden Worterdetektive oder: Wie Amerikanische Kinder Lesen lernen. In H.
Naegele und R. Valtin (Eds.), LRS in den Klassen 1-10: Handbuch der Lese-Rechtschreib
-Schwierigkeiten (pp. 93-98). Beltz Verlag: Weinheim und Basel. (Germany)
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93.
2000 Ehri, L. Learning to read and learning to spell: Two sides of a coin.
Topics in Language Disorders, 20, 19-36. |
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94.
2001 Ehri, L., Nunes, S., Willows, D., Schuster, B.,Yaghoub-Zadeh, Z., &
Shanahan, T. Phonemic awareness instruction helps children learn to read:
Evidence from the National Reading Panel's meta-analysis. Reading Research
Quarterly, 36, 250-287. |
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95.
2001 Ehri, L. & Stahl, S. Beyond smoke and mirrors: Putting out the fire.
Phi Delta Kappan, 83, 17-20. |
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96.
2001 Ehri, L., Nunes, S., Stahl, S., & Willows, D. Systematic phonics instruction
helps students learn to read: Evidence from the National Reading Panel's
meta-analysis. Review of Educational Research, 71, 393-447. |
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97.
2002 Ehri, L. Reading processes, acquisition, and instructional implications.
In G. Reid & J. Wearmouth (Eds.), Dyslexia and literacy: Theory and practice
(pp. 167-185). West Sussex, UK: John Wiley. |
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98.
2002 Greenberg, D., Perin, D. & Ehri, L. Do adult literacy students make
the same word-reading and spelling errors as children matched forword-reading
age? Scientific Studies of Reading, 6, 221-243. |
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99.
2002 Ehri, L. & Nunes, S. The role of phonemic awareness in learning to
read. In A. Farstrup & S. Samuels (Eds.), What Research Has to Say About
Reading Instruction (3rd edition) (pp. 110-139). Newark, DE: International
Reading Association. |
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100.
2003 Castiglioni-Spalten, M. & Ehri, L. Phonemic awareness instruction:
Contribution of articulatory segmentation to novice beginners' reading and
spelling. Scientific Studies of Reading , 7, 25-52. |
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101.
2002 Ehri, L. Phases of acquisition in learning to read words and implications
for teaching. British Journal of Educational Psychology: Monograph Series,
1, 7-28. |
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102.
in press Cardoso-Martins, C., Rodrigues, L. & Ehri, L. Place of environmental
print in reading development: Evidence from nonliterate adults. Scientific
Study of Reading. |
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103.
in press Ehri, L. Alphabetic instruction helps students learn to read: Results
of two meta-analyses. In M. Joshi (Ed.), Literacy Acquisition, Assessment
and Intervention. |
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104.
in press Ehri, L. Teaching phonics and phonemic awareness: An explanation
of the National Reading Panel Meta-analysis. In P. McCardle & V. Chhabrav
(Eds.), The Voice of Evidence: Bringing Research to the Classroom.
Baltimore, MD: Brookes. |
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105.
in press Ehri, L. & Snowling, M. Developmental variation in word recognition.
In B. Shulman, K. Apel, B. Ehren, E. Silliman, & C. Stone (Eds.), Handbook
of Language and Literacy Development and Disorders. New York: Guilford.
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106.
in press Bhattacharya, A. & Ehri, L. Graphosyllabic analysis helps adolescent
struggling readers read and spell words. Journal of Learning Disabilities.
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2001-04
Field-Initiated Studies research grant from the US Office of Education.
Title: Guided repeated oral reading of text: Effects of word enrichment
for struggling readers. |
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2002
Recipient of the Distinguished Scientist Award, from the Society for the
Scientific Study of Reading. |
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1998
Recipient of Sylvia Scribner Research Award, from American Educational Research
Association, Division C. |
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1998
Elected to Reading Hall of Fame of the International Reading Association.
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1998-00
Appointed to the National Reading Panel, commissioned by the US Congress
to report on research-based methods of effective reading instruction. |
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1994-96
Elected to Board of Directors of the National Reading Conference. |
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1994-96
Elected Vice President of American Educational Research Association, Division
C Learning and Instruction. |
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1993-98
Elected President of Society for the Scientific Study of Reading to serve
2-year terms as President-elect,President, Past President. |
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1991
Recipient of the Oscar S. Causey Award for Distinguished Research. Given
by the National Reading Conference. |
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1991
Appointed Distinguished Professor of Educational Psychology at City University
of New York Graduate School. |
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1989-91
Elected Secretary of Division C Learning and Instruction, American Educational
Research Association. |
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1981
Received the Milton D. Jacobson Award from the International Reading Association
for best article in Volume 15 of Reading Research Quarterly, "Do beginners
learn to read function words better in sentences or in lists?" |
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1980
Elected a Fellow of the American Psychological Association, Division 15
Educational Psychology. |
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1997-present
Coordinator, Concentration in Language and Literacy, CUNY Graduate Center.
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1993-present
Appointment to faculty in Speech and Hearing Sciences, CUNY Graduate Center.
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August 1991-present Distinguished Professor, Ph.D. Program in Educational
Psychology, Graduate Center, City University of New York. |
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1970-1991
Professor, Division of Education, University of California, Davis. |
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AFFILIATIONS |
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American
Educational Research Association (AERA) |
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AERA-SIG
Basic Research in Reading
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American
Psychological Association (APA) |
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APA
Division 15 Educational Psychology
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American
Psychological Society |
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Council
for Learning Disabilities |
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International
Reading Association (IRA) |
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National
Reading Conference (NRC) |
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Psychonomic Society |
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Society
for Research in Child Development (SRCD) |
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Society
for the Scientific Study of Reading (SSSR) |
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BOARD
OF ADVISORY EDITORS
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Journal
of Educational Psychology (1978-1984; 1990-present) |
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Reading
Research Quarterly (1978-1995; 2001-present) |
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Journal of Reading Behavior (1984-1993; 1995-1997) |
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Educational
Psychologist (1984-1988) |
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Review
of Research in Education (1984-1988) |
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National
Reading Conference Yearbook (1984-1986) |
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Learning
and Individual Differences (1987-1992) |
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Reading
and Writing: An Interdisciplinary Journal (1988-present) |
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Journal
of Experimental Child Psychology (1997-present) |
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Learning
Disabilities Quarterly (1998-present) |
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Scientific
Study of Reading (2002-present) |
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Last
Update:
July 11, 2003
|
