Reading Research Conference:
Phoenix Program

Keynote Address

Richard L. Allington University of Tennessee, Knoxville New Challenges for Literacy Researchers

Conference Schedule

Program Strands

Literacy Coaching Strand

Douglas B. Fisher, San Diego State University
Raising Student Achievement Through Coaching: A Formative Experiment

Susan K. L’Allier and Laurie Elish-Piper,
Northern Illinois University, DeKalb
The Effects of Literacy Coaching on Student Reading Achievement in Grades K–3: Data-Driven Recommendations about Effective Coaching Activities

Elizabeth Sturtevant, George Mason University
Literacy Coaching at the Middle and High School—Dilemmas and Promising Practices

English Language Learners Strand

Lee Gunderson, University of British Columbia, Canada
From Phonics to Content Reading: A Research–Based Approach to Designing K–12 ESL (ELL) Reading Programs

Iliana Reyes, The University of Arizona
Early Biliteracy in Immigrant Children

Eugene E. García,
Achievement Gaps in ELL Early Education

New Literacies Strand

Peggy M. Albers, Georgia State University
Glynda A. Hull, University of California, Berkeley
David O’Brien and Richard Beach, University of Minnesota
Research on Using Digital Literacies and Tools to Engage Youth, Analyze Media Projects, and Redefine Literacy Competence

Daniel H. Shanahan, New York University
Building Families of Readers through a Library–Based Multimedia Program

Douglas K. Hartman and Paul Mark Morsink, Michigan State University
Preparing a New Generation of Teachers and Students for the New Literacies of the Internet

Classroom Talk Strand

Richard C. Anderson, Center for the Study of Reading, University of Illinois
Intellectually Stimulating Classroom Talk

Scott Baker and Lana Edwards Santoro, Pacific Institutes of Research, Oregon
Promoting Vocabulary Development and Knowledge of Narrative and Expository Texts Through Instructional Read–Alouds in First Grade Classrooms: Results from an Experimental Study

Ian A. G. Wilkinson, Ohio State University
Quality Talk About Text to Promote High–Level Reading Comprehension