Katherine A - New York University€¦ · Web viewNov. 2012 –March 2013 Words Their Way Developmental Word Study in Grades K-3. Oct. 2013 Words Their Way Developmental Word Study

Katherine A. Dougherty Stahl

New York University239 Greene St.

New York, New York 10003(212) 998-5204 (Office) (217) 721 1100 (Cell)

E-mail: [email protected]

Academic Degrees

Ed.D. University of Georgia, Reading Education, 2003Ed.S. Georgia Southern University, Reading Specialist, 1996

Georgia State University, Reading Recovery Certification Training, 1994

M.Ed. Georgia Southern University, Reading Specialist, 1984B.S. West Chester University, Elementary Education, 1976

Academic Appointments

2016- Clinical Professor of Reading, New York University

2012-2016 Clinical Associate Professor of Reading, New York University

2006-2012 Assistant Professor of Reading, New York University

2002-2006 Assistant Professor of Reading, University of Illinois-Urbana/Champaign (2004-2006)

Instructor (2002-2004)

2000-2001 Graduate Assistant, University of Georgia Reading Clinic

1997-1998 Instructor, Clemson University, Clemson, SC

Teaching Experience

1997-2002 Teacher (Grade 2), Clarke County Public Schools1976-1997 Teacher (Grades 1-3 Classroom; Grades 1-5 Reading/Math

Intervention; Middle School Language Arts), Glynn County Public Schools

Administrative Appointments

2012- Literacy Program Leader, New York University2008-2009 Interim Director of the Literacy Program, New York

University2002-2003 The Reading Group (Reading Clinic)

mailto:[email protected]

Assessment Advisor-Director of Student Evaluations Courses Taught

Childhood Education and Early Childhood Education*: Master’s Certification and Undergraduate

LitC GE 2001 Language and Literacy in the Early Grades (Incudes EC*)LitC GE 2002/LIT UG 1177 Language and Literacy in the Upper Grades

Literacy Specialist Program (Childhood and Secondary*)- Master’s LitC GE 2012/2014* Literacy Education I (Reading): Early Childhood/Childhood & Middle Childhood/Adolescence LitC GE 2011 Literacy AssessmentLitC GE 2991/2992* Clinical Literacy Practicum Director ---Instruction, supervision, and all administrative tasks (website, parent interactions, marketing, permissions, space needs)

Honors and Academic Recognition

2016 Commencement Address West Chester University, Lanterns: Guiding Lights in Learning the Lessons of a Lifetime

2014 NYU Steinhardt School of Culture, Education and Human Development Teaching Excellence Award

2010 Recipient of Harvard’s Jeanne S. Chall Visiting Researcher Award. A Contemporary Conceptualization of Text Readability, ($2,500).

2010 National Reading Conference Early Career Achievement Award Nominee. Nominated by James Baumann (Chancellor’s Chair for Excellence in Literacy Education, University of Missouri-Columbia).

2010 Fry Book Award Nominee: McKenna, M. C., & Stahl, K. A. D. Assessment for reading instruction (Second Edition). NY: Guilford Press.

2006, 2008 Fry Book Award Nominee: Stahl, K. A. D., & McKenna, M. C. (Eds.). Reading research at work: Foundations of effective practice. NY: Guilford Press.

2008 NYU Teaching Excellence Award Nominee

2004 International Reading Association Finalist, Student Paper Award

2003 National Reading Conference, Top five finalist, Student Paper Award

UIUC Incomplete List of Faculty Ranked as Excellent by Their StudentsTeaching Elementary Reading and Language Arts I, 2002-05Teaching Elementary Reading and Language Arts II, 2003-06

Katherine Stahl, 08.18.16

Publications

Articles in Refereed Journals

Peer-reviewed articles in refereed journals

Stahl, K. A. D., Keane, A.,* & Simic, O. (2013). Translating policy to practice: Initiating RTI in urban schools. Urban Education, 48, 350-379. doi: 10.1177/0042085912451755 http://uex.sagepub.com/content/early/2012/07/13/0042085912451755

García, G. E., Pearson, P. D., Taylor, B. M., & Bauer, E. B., & Stahl, K. A. D. (2011). Socio-constructivist and political views on the implementation of two types of reading comprehension approaches in low-income schools. Theory into Practice. 50(2), 149-156. doi: 10.1080/00405841.2011.558444

Stahl, K. A. D., & Bravo, M. (2010). Contemporary classroom vocabulary assessment for content areas. Reading Teacher, 63, 566-578. doi:10.1598/RT.63.7.4

Stahl, K. A. D. (2009). Comprehensive synthesized comprehension instruction in primary classrooms: A story of successes and challenges. Reading and Writing Quarterly, 25, 334-355. doi: 10.1080/10573560903123643

Reprinted and summarized by The Centre for the Use of Research and Evidence in Education, Department for Education (England). http://www.education.gov.uk/schools/toolsandinitiatives/tripsresearchdigests

Stahl, K. A. D. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, 40, 359-393. doi: 10.1080/10862960802520594

Stahl, K. A. D. (2004). Proof, practice and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57, 598-609.

Stahl, K. A. D., Stahl, S. A., & McKenna, M. (1999). The development of phonological awareness and orthographic processing in Reading Recovery. Literacy, Teaching and Learning: An International Journal of Early Literacy, 4, 27-42.

Stahl, S. A., Duffy-Hester, A.M., & Stahl, K. A. D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.

Invited articles in refereed journals

Stahl, K. A. D. (2016). A new priority: Comprehension intervention in the primary grades. The Reading Teacher, 69(6), 627-631. doi: 10.1002/trtr.1454


http://www.education.gov.uk/schools/toolsandinitiatives/tripsresearchdigests

http://uex.sagepub.com/content/early/2012/07/13/0042085912451755

Stahl, K. A. D. (2016). Response to Intervention: Is the sky falling? The Reading Teacher, 69(6), 659-663. doi:10.1002/trtr.1457

Stahl, K. A. D. (2015). Using professional learning communities to bolster comprehension instruction. The Reading Teacher, 68(5), 327-333. doi:10.1002/trtr.1311

Stahl, K. A. D. (2014/2015). New insights about letter learning. The Reading Teacher, 68(4), 261-265. doi: 10.1002/trtr.1320

Stahl, K. A. D. (2014). What counts as evidence? The Reading Teacher, 68(2), 103-106. doi: 10.1002/trtr1276

Stahl, K. A. D. (2014). Fostering inference generation with emergent and novice readers. The Reading Teacher, 67(5), 384-388. doi:10.1002/trtr.1230

Stahl, K. A. D., & Schweid, J. (2013). Beyond March Madness: Fruitful practices to prepare for high stakes ELA tests. The Reading Teacher, 67, 121-125. doi: 10.1002/TRTR.1199

Stahl, K. A. D. (2012). Complex text or frustration level text: Using shared reading to bridge the difference. The Reading Teacher, 66. 47-51. doi:10.1002/TRTR.01102

Hall, M.,* & Stahl, K. A. D. (2012). Devillainizing video in support of comprehension instruction. Reading Teacher, 65, 403-406. doi: 10.1002/TRTR.01061

Zheng, J., & Stahl, K. A. D. (2011/2012). Collaborative Reasoning: Language-rich discussions for English language learners. The Reading Teacher, 65, 257-260. DOI: 10.1002/TRTR.01040

Stahl, K. A. D. (2011). Applying new visions of reading development in today’s classrooms. The Reading Teacher, 65, 52-56. doi: 10.1598/RT.65.

Stahl, K. A. D. (2005). Improving the asphalt of reading instruction: A tribute to the work of Steven Stahl. The Reading Teacher, 59, 184-192. doi:10.1598/RT.59.2.8

Stahl, S. A., & Stahl, K. A. D. (1998). What to say to parents and teachers (and other interested parties) about phonics. Georgia Journal of Reading, 22, 7-13.

Books

McKenna, M. C., & Stahl, K. A. D. (2015). Assessment for reading instruction (3rd ed.). New York, NY: Guilford Press.http://www.guilford.com/books/Assessment-for-Reading-Instruction/McKenna-Stahl/9781462521043

Stahl, K. A. D. & García, G. E. (2015). Developing reading comprehension: Effective instruction for all students in PreK- 2. New York, NY: Guilford.


http://www.guilford.com/books/Assessment-for-Reading-Instruction/McKenna-Stahl/9781462521043

http://www.guilford.com/books/Assessment-for-Reading-Instruction/McKenna-Stahl/9781462521043

http://www.guilford.com/books/Developing-Reading-Comprehension/Stahl-Garcia/9781462519767

Stahl, K. A. D., & McKenna, M. C. (2013). Reading assessment in an RTI framework. New York, NY: Guilford. http://www.guilford.com/books/Reading-Assessment-in-an-RTI-Framework/Stahl-McKenna/9781462506941

McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (2nd ed.). New York, NY: Guilford Press.

Stahl, K. A. D., & McKenna, M. C. (Eds.). (2006). Reading research at work: Foundations of effective practice. New York, NY: Guilford Press.

Book Chapters

Stahl, K. A. D. & García, G. E. (in press). Using assessments to map and evaluate the comprehension development of young children. In S. E. Israel and P. D. Pearson (Eds.), Handbook of research on reading comprehension, 2nd Ed. New York, NY: Guilford.

Kieffer, M. & Stahl, K. A. D. (2015). Identifying and addressing individual differences in vocabulary. In P. Afflerbach (Ed.) Handbook of individual differences: Reader, text and context. (pp. 120-137). New York, NY: Routledge Publishing.

Stahl, K. A. D. (2013). Reading to learn from the beginning: Comprehension instruction in the primary grades. In D. Barone & M. Mallette (Eds.) Best practices in early literacy instruction (pp. 175-190). New York, NY: Guilford.

Stahl, K. A. D. (2013). Today’s comprehension strategy instruction: “Not your father’s Oldsmobile.” In B. Taylor & N. Duke (Eds.) Handbook of effective literacy instruction (pp. 223-245). New York, NY: Guilford.

Kuhn, M., Schwanenflugel, P., Stahl, K. A. D., Meisinger, B., & Groff, C. (2013). Fluency-oriented reading instruction. In T. Rasinski & N. Padak (Eds.) Effective instruction for fluency and comprehension (pp. 166-175). New York, NY: Guilford.

Stahl, K. A. D., & Stahl, S. A. (2012). Young word wizards! Fostering vocabulary development in preschool and primary education. In J. Baumann & E. Kame’enui (Eds.), Vocabulary instruction: Research to practice (2nd Ed.) (pp. 72-92). New York, NY: Guilford.

Stahl, K. A. D. (2009). Assessing the comprehension of young children. In S. E. Israel and G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 428-448). New York, NY: Guilford.




Stahl, K. A. D. (2008). Creating opportunities for comprehension instruction with Fluency-Oriented Reading. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the classroom (pp. 55-74). New York, NY: Guilford.

Stahl, K. A. D. (2007). The ivory tower in the blackboard jungle: Striving for coexistence. In S. Israel & C. Lassonde (Eds.), The ethical educator: Integrating ethics within the context of teaching and teacher research (pp. 121-131). New York, NY: Peter Lang.

Stahl, K. A. D., Garcia, G. E., Bauer, E. B., Pearson, P. D., & Taylor, B. M. (2006). Making the invisible visible: The development of a comprehension assessment system. In K. A. D. Stahl & M. C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 425-436). New York, NY: Guilford Press.

Taylor, B. M., Pearson, P. D., Garcia, G. E., Stahl, K. A. D., & Bauer, E. B. (2006). Improving students’ reading comprehension. In K. A. D. Stahl & M. C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 303-315). New York, NY: Guilford Press.

Stahl, S. A., & Stahl, K. A. D. (2004). From Brown Bear to Paddington Bear: Text in the development of fluency. In J.V. Hoffman & D.L. Schallert (Eds.) The texts in the primary grade classrooms (pp. 39-60). Mahwah, NJ: Erlbaum.

Stahl, S. A., & Stahl, K. A. D. (2004). Word wizards all! Teaching word meanings in preschool and primary education. In J. Baumann & E. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 59-78). New York, NY: Guilford.

Stahl, K. A. D., Stahl, S. A., & McKenna, M. C. (2003). The development of phonological awareness and orthographic processing in Reading Recovery. Reprinted in S. Forbes & C. Briggs (Eds.) Research in Reading Recovery, Vol. II (pp. 99-114). Portsmouth, NH: Heinemann.

Book Reviews

The 1999/2000 University of Georgia Doctoral Seminar in Reading Education (2001). Reading reading research: A multivocal review [Review of the book Handbook of reading research III]. Reading Research Quarterly, 36, 74-85.

Manuscripts in Progress Mesmer, H. A., & Stahl, K. A. D. Myths and misconceptions about the Common Core:

Keeping common sense and research in mind. The Reading Teacher.

*Doctoral student under my supervision

External Funding


Investigator (2015-2019), NY-VESID Response to Intervention Technical Assistance Center, $208, 529.83). (K. A. D Stahl; Buffalo State Primary Institution, $2.8m).

Principal Investigator (2010-2015) Reading Recovery: Scaling up what works, USDOE i3 grant, $3.2 million (Ohio State Primary Institution, $46m)

Investigator (2009-2014), NY-VESID Response to Intervention Technical Assistance Center, $141, 150. (K. A. D Stahl; Buffalo State Primary Institution, $1.5m).

Principal Investigator (2008-present). New York University Reading Recovery Project.

Investigator (2003-2006). Instruction of Reading Comprehension: Cognitive Strategies or Cognitive Engagement? Reading Comprehension Grants Competition, Institute for Education Sciences, $1.5 Million. (G. E. Garcia, Principal Investigator).

Senior Personnel (2000-2005). The Development of Fluent and Automatic Reading: Precursor to Learning from Text. Interagency Educational Research Initiative, Primary Funding: National Institute for Child Health and Human Development, $5.05 million. (S. A. Stahl, Principal Investigator).

Submitted Grant ProposalsConsultant (2014). DIP: Deepening Comprehension by Reading to Rover. National Science Foundation Cyberlearning. (J. Mostow, Principal Investigator).

Webinar, Video, and Podcast Productions

Stahl, K. A. D. (February-April 2016) WEBINAR: STRAND 14- Using an Assessment Audit to Create a Lean and Efficient RTI Assessment System (3 Webinars K-3; 3 Webinars Gr. 3-6) http://www.nysrti.org/page/past-webinars/

Stahl, K. A. D. (February/March 2014) WEBINAR: STRAND 3- Using Your RTI Model To Differentiate AND Support The ELA Common Core Learning Standards (4 Webinars) http://www.nysrti.org/page/past-webinars/

Stahl, K. A. D. (January, 13, 2014) Diagnostic reading assessment within an RTI framework. http://www.nysrti.org/page/past-webinars/

Stahl, K. A. D. (September 21, 2009) Primary comprehension instruction: Picture walks, KWL and DRTA. http://www.voiceofliteracy.org/

Stahl, K. A. D., & Helman, L. (2008). Early reading. Culver City, CA: Laureate International Universities Network.

Stahl, K. A. D. (2004). Fostering vocabulary development K-12. Alaska Teacher Education Project, Anchorage, AK: Alaska Department of Education. https://education.alaska.gov/akreading/home.html?CFID=34828&CFTOKEN=14263401


http://www.voiceofliteracy.org/

Stahl, K. A. D., & Nestor, T. (1999). Reading after hours: Home/school connections. Athens, GA: Georgia Teleconference for Educational Satellite Outreach Program.

Hankins, K., & Stahl, K. A. D. (1998). Making reading click. Athens, GA: Georgia Teleconference for Educational Satellite Outreach Program.

Invited Addresses at National Meetings

Stahl, K. (2014, May). Will phonics be forgotten in a CCSS-driven curriculum? In E. McLaughlin (chair), Research Institute of the annual meeting of the International Reading Association, New Orleans, LA.

Stahl, K. (2012, May). Research into practice. In D. Barone & M. Mallette (chairs), Featured columns in The Reading Teacher. Symposium presented at the annual meeting of the International Reading Association.

Stahl, K. A. D. (2011, May). Building bridges: Effective comprehension instruction for the youngest readers. Featured research presentation at the annual meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D. (2006, October). Shared reading: The neglected element. Invited featured address at the Billie J. Askew Reading Recovery/Early Literacy Institute, Dallas, TX.

Stahl, K. A. D. (2006, October). Comprehension: A synthesis approach. Invited featured address at the Billie J. Askew Reading Recovery/Early Literacy Institute, Dallas, TX.

Stahl, K. A. D. (2005, May). The Stahl new report on phonics: What you must know. In M. C. McKenna (Chair). A Tribute to the Work of Steven Stahl. Symposium conducted at the meeting of the International Reading Association, San Antonio, TX. [Tribute and Featured Book Session]

Stahl, K. A. D. (2004, May). Helping beginning readers comprehend informational text. Paper presented at the meeting of the International Reading Association, Reno, NV. [Featured Speaker series]

Papers Presented at National Meetings (Peer-reviewed)

Stahl, K.A.D. (2016, July). The new frontier: Comprehension intervention in K-3. In K. A. Stahl (chair) Reading comprehension and cultural-linguistic diversity: Pre-K-3. Institute presented at the annual meeting of the International Literacy Association, Boston, MA.

Stahl, K.A.D. (2015, July). From Keystone Cops to Sherlock Holmes: Effective use of text evidence to support high level comprehension. In S. B. Neuman (chair) Newest research on classroom literacy practices. Institute presented at the annual meeting of the International Literacy Association, St. Louis, MO.


Stahl, K.A.D. (2014, December). Reconsidering shared reading. In S. Walpole (chair) Moving to challenging text in the upper elementary grades. Symposium presented at the annual meeting of the Literacy Research Association, Marco Island, FL.

Kieffer, M., & Stahl, K.A.D. (2014, December). Individual differences in vocabulary knowledge. In P. Afflerbach (chair) Individual differences in reading: Reader, text and context. Symposium presented at the annual meeting of the Literacy Research Association, Marco Island, FL.

Jones, J., Robnolt, V. J., Stahl, K. A. D., & Welsch, J. G. (2013, December).Transformative literacy: Examining the state of RTI. Paper presented at the annual meeting of the Literacy Research Association, Dallas, TX.

Welsch, J. G., Robnolt, V. J., Jones, J., Hayes, L., Stahl, K. A. D., & Flanigan, K. (2012, December). Response to Intervention: Implementation and support by Departments of Education in 5 states. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA.

Stahl, K. A. D. & Keene, E. O. (2011, May). A researcher and a professional developer talk about comprehension. In N. Duke (chair) Researchers and professional developers share insights and advice about fluency, comprehension, motivation and self-selected reading. Symposium presented at the annual meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D. (2011, May). Contemporary classroom vocabulary assessment for content areas. In M. McKeown & S. B. Neuman (chairs), The interaction between content, vocabulary and comprehension instruction: Research to practice. Preconvention Institute conducted at the annual meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D., & Keene, A.* (2010, December). RTI in the primary grades: Consequences of RTI in an urban setting. In V. Robnolt (chair), Response to Intervention: Collaborative efforts among multiple stakeholders. Alternative session presented at the National Reading Conference/Literacy Research Association, Ft. Worth, TX.

Stahl, K. A. D. (2010, December). Yesterday, today, and tomorrow: Situating reading comprehension professional development historically. In K. Cartwright (chair), Reading comprehension professional development. Symposium presented at the National Reading Conference/Literacy Research Association, Ft. Worth, TX.

Stahl, K. A. D., & Keane, A.* (2010, May). A longitudinal investigation of Response To Intervention in an urban setting. Paper presented at the meeting of the American Educational Research Association, Denver, CO.

Stahl, K. A. D. & Keane, A.* (2010, April). Implementing Response To Intervention in a large urban district. Paper presented at the annual convention of the International Reading Association, Chicago, IL.


Stahl, K. A. D., & Keane, A.* (2009, December). Policy to practice: Implementing RTI in urban schools. Paper presented at the meeting of the National Reading Conference, Albuquerque, NM.

Stahl, K. A. D. (2009, April). Investigating the effects of a Response To Intervention framework in New York City. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.

Stahl, K. A. D. (2008, May). Translating vocabulary research into practical assessment strategies for enabling differentiated instruction. In K. A. D. Stahl (Chair), Engaging learners in vocabulary learning: Practical, research-based approaches. Symposium conducted at the meeting of the International Reading Association, Atlanta, GA.

Stahl, K. A. D. (2008, March). Synthesized comprehension instruction in primary classrooms. Paper presented at the meeting of the American Educational Research Association, New York, NY.

Stahl, K. A. D. (2007, May). Principles of vocabulary instruction: A sample of informal, selective vocabulary assessments. In M. Richek (Chair), Vocabulary learning without boundaries: Everyday and special days. Symposium conducted at the meeting of the International Reading Association, Toronto, Canada.

Stahl, K. A. D. (2006, November). Working with primary teachers to implement the synthesized approach of comprehension instruction. In G. E. Garcia (Chair), Synthesizing three elements of reading comprehension instruction. Symposium conducted at the meeting of the National Reading Conference, Los Angeles, CA.

Stahl, K. A. D. (2006, April). Helping novice readers overcome the challenges of informational texts. Poster session presented at the meeting of the American Educational Research Association, San Francisco, CA.

Stahl, K. A. D. (2005, December). Research design and comprehension assessment. In G. E. Garcia (Chair), Cognitive strategy vs. responsive engagement: Year 2. Symposium conducted at the meeting of the National Reading Conference, Miami, FL.

Stahl, K. A. D. (2004, December). Teacher practice and change: Cognitive strategy instruction. In G. E. Garcia (Chair), Effective comprehension instruction. Symposium conducted at the meeting of the National Reading Conference, San Antonio, TX.

Stahl, K. A. D., Armbruster, B. B., Cummins, S. & Stahl, S. (2004, December). Scaling-up: Changes in practice (Researcher and Teacher). In M. Kuhn (Chair), Teaching children to become fluent readers–Year 3. Symposium conducted at the meeting of the National Reading Conference, San Antonio, TX.

Stahl, K. A. D. (2004, July). Helping beginning readers comprehend informational text. Paper presented at the Center for the Improvement of Early Reading Achievement Summer Institute, Ann Arbor, MI.


Stahl, K. A. D. (2003, December). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Stahl, K. A. D. (2003, May). Classroom interaction patterns. In S. Paris & S. Stahl (Chairs), Developmental trade-offs and interactions between reading fluency and comprehension. Preconvention institute conducted at the meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D. (2002, May). Spelling at instructional level. Paper presented at the meeting of the International Reading Association, San Francisco, CA.

Stahl, K. A. D. (2001, December). Standing in the crossfire of practitioners and theorists. Paper presented at the meeting of the National Reading Conference, San Antonio, TX.

Stahl, K. A. D. (2000, December). The measurement of sequencing skill in primary grade readers. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Labbo, L. D., Stahl, S. A., & Stahl, K. A. D. (2000, December). “I feel like such an expert now”: Exploring the use of interactive case-based CDs on university students’ expertise in administering and analyzing K-5 reading diagnostic instruments. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Stahl, S. A., McKenna, M. C., Gatliff, J., & Stahl, K. A. D. (1999, December). The joint development of phonological and orthographic knowledge. Paper presented at the meeting of the National Reading Conference, Orlando, FL.

Stahl, K.A.D. (1999, May). Using buddy reading for older children with reading problems. Paper presented at the meeting of the International Reading Association, San Diego, CA.

Stahl, S. A., McKenna, M. C., Stahl, K. A. D., Hagood, M., & Gatliff, J. (1998, December). The development of word recognition, spelling, and phonological awareness. Paper presented at the meeting of the National Reading Conference, Austin TX.

Stahl, K. A. D. (1998, April). Commentary on multiple studies related to struggling readers. Discussant on papers presented at American Educational Research Association.

Stahl, K.A.D. (1997, May). Using gradient text to teach decoding. In S. Stahl (Chair), What research has to say about phonics instruction. Preconvention institute conducted at the meeting of the International Reading Association, Atlanta, GA.

Presentations at Regional/State Conferences (Invited)

Stahl, K. A. D. (2016, April) Untangling reading comprehension: Diagnosing and articulating reading comprehension difficulties. Plenary speaker for The Ohio School Psychologist Association Conference, Columbus, OH.


Stahl, K. A. D. (2013, Oct./Nov.) Using your RTI model to differentiate and support the ELA Common Core Learning Standards. Plenary speaker for statewide workshop series co-sponsored by NYS RTI Technical Assistance and NYS Council for Exceptional Children; Albany, Buffalo, New Rochelle, NY. http://www.nysrti.org/page/past-on-site-trainings/

Stahl, K. A. D. (2012, June). Diagnostic assessment in a tiered system-who, what, and when?NYS RTI Technical Assistance Center Response to Intervention Conference, Albany, NY.

Stahl, K. A. D. (2011, June). Developing a comprehensive school assessment system. Keynote address presented at Virginia’s Leading in Reading Summer Institute, Roanoke, VA.

Stahl, K. A. D. (2010, June). Diagnostic assessment in a tiered system-who, what, and when?NYS RTI Technical Assistance Center Response to Intervention Conference, Albany, NY.

Stahl, K. A. D. (2010, March). Models of reading assessment. Address presented at the meeting of the International Dyslexia Association (NY Branch) 37th Annual Conference on Dyslexia and Related Learning Disabilities, New York, NY.

Stahl, K. A. D., Keene, A., & Strom, C.* (2009, June). Non-responders or not responded to: Case studies at the top of the triangle. Response to Intervention and Reading First Connections Conference, Albany, NY.

Stahl, K. A. D. (2009, March). Beyond cloze: High-level reading instruction for all. Address presented at the meeting of the International Dyslexia Association (NY Branch) 36th Annual Conference on Dyslexia and Related Learning Disabilities, New York, NY.

Stahl, K. A. D. (2008, March). Comprehension instruction for children with reading difficulties. Plenary address presented at the meeting of the International Dyslexia Association (NY Branch) 35th Annual Conference on Dyslexia and Related Learning Disabilities, NewYork, NY.

Stahl, K. A. D. (2007, July). Falling in love with assessment: Using our passion toward positive ends. Plenary address presented at the Chancellor’s Summer Academy, Champaign, IL.

Stahl, K. A. D. (2007, June). Fostering fluency in a comprehensive literacy program. Paper presented at Georgia’s 3rd Annual Reading First Conference, Athens, GA.

Stahl, K.A.D. (2006, July). Vocabulary instruction that builds a foundation for the comprehension of young readers. Address presented at the William Ennis Cosby Institute, NY, NY.

Stahl, K.A.D. (2006, June). Fluency-Oriented Reading Instruction: Making challenging text accessible to all students. Paper presented at the Minnesota Reading First Summer Literacy Institute, St. Paul, MN.


Stahl, K.A.D. (2006, June). Reading fluency: The new priority. Paper presented at the Georgia Reading First Conference, Atlanta, GA.

Stahl, K. A. D. (2005, August). Conversation that fosters comprehension, concept development, and critical literacy. Paper presented at the Heartland Iowa AEA Summer Institute, Des Moines, IA.

Stahl, K. A. D. (2005, August). Making comprehension strategy instruction work in real classrooms. Paper presented at the Heartland Iowa AEA Summer Institute, Des Moines, IA.

Stahl, K. A. D. (2005, August). Conversation that fosters comprehension, concept development, and critical literacy. Plenary address presented at the Chancellor’s Summer Academy, Champaign, IL.

Stahl, K. A. D. (2005, July). Weeklong strand: Using assessment to inform instruction.Chancellor’s Summer Academy, Champaign, IL.

Stahl, K. A. D. (2005, March). From change to phantasmagoria: Vocabulary instruction that increases students’ understanding of their world. Address presented at the meeting of the Michigan Reading Council, Grand Rapids, MI.

Stahl, K. A. D. (2005, February). From change to phantasmagoria: Vocabulary instruction that increases students’ understanding of their world. Address presented at the Urbana School District Research Conference, Urbana, IL.

Stahl, K. A. D. (2005, February). Effective comprehension strategy instruction. Paper presented at the meeting of the East Central Illinois Reading Council, Champaign, IL.

Stahl, K. A. D. (2003, July). Comprehension instruction in the primary classroom. Paper presented at the Georgia Department of Education REA Best Practices Institute, Monroe, GA.

Stahl, K. A. D. (2003, July). Vocabulary development and word walls in the primary classroom. Address presented at the Georgia Department of Education REA Best Practices Institute Statesboro, GA.

Stahl, K. A. D. (2003, July). Strategic read-alouds to build vocabulary in the Pre-K setting. Address presented at the Georgia Department of Education REA Best Practices Institute, Statesboro, GA.

Stahl, K. A. D. (2003, July). Enhancing comprehension instruction for early learners. Paper presented at the Georgia Department of Education REA Best Practices Institute, Savannah, GA.

Stahl, K. A. D. (2003, June). Comprehension strategy instruction: A classroom curriculum approach. Paper presented at the Florida Department of Education REA Institute, Tallahassee, GA.


Stahl, K. A. D. (2002, February). Making powerful text selections for the beginning reader. Paper presented at the Michigan Reading Recovery Conference, Grand Rapids, MI.

Stahl, K. A. D. (2001, December). Making powerful text selections for comprehension development. Paper presented at the Georgia Department of Education REA Best Practices Institute, Atlanta, GA.

Stahl, K. A. D. (2000, March). Reading After Hours: A program for improving the home-school connection. Paper presented at the meeting of the Southeastern Regional International Reading Association, Savannah, GA.

Stahl, K. A. D. (1998, October). Making reading click using Fluency-Oriented Reading Instruction. Paper presented at the meeting of the Florida Reading Association, Jacksonville, FL.

Stahl, K. A. D. (1998, February). Adapting the Observation Survey for classroom assessment. Address presented at the Clarke County Language Arts Conference, Athens, GA.

*Doctoral student under my supervision

Professional Service

National--State Panels and Boards

Invited Panel Member, New York State Education Department English Language Arts Advisory Panel, 2011-

Secretary/Treasurer, International Reading Association Foundation Board, 2010-11.

Invited Member, International Reading Association Response To Intervention Commission, 2009-12

Invited Panel Member, National Assessment of Educational Progress (NAEP) Reading Framework Comparison Expert Panel, 2007

Editorial

Section Editor, The Reading Teacher, “Research into Practice,” Vol. 65-68, 2010-2016Editorial Review Board, Reading Research Quarterly, 2013-Editorial Review Board Member, The Elementary School Journal, 2010-2013Editorial Review Board Member, Reading and Writing Quarterly, 2008-2012Guest Reviewer, Research in the Teaching of English, 2007-2011Editorial Review Board Member, The Reading Teacher, 1997-presentEditorial Review Board Member, Literacy Teaching and Learning: An International

Journal of Early Literacy, 1999-2004Editorial Review Board Member, Maintaining Momentum, Rigby Books, 2003Educator Advisory Panel, Golden Books, 1997-99


Guest Reviewer, Reading and Writing: An Interdisciplinary Journal, 2014Guest Reviewer, Journal of Literacy Research, 2014Guest Reviewer, Urban Education, 2012Guest Reviewer, Early Childhood Research Quarterly, 2011Guest Reviewer, Review of Educational Research, 2010Guest Reviewer, Reading Research Quarterly, 2008, 2013Guest Reviewer, Research in the Teaching of English, 2007-2011

Other Academic Activities

Co-chair: Northeast Region, Field Council, Literacy Research Association, 2013-2016.Area Chair, Early and Elementary Literacy Processes, Literacy Research Association,

2011-2014Area Chair, In-service teacher education/professional development in literacy, National

Reading Conference, 2009-2011Panel Member, Public Education and Business Coalition, 2008Steering Committee Member, National Reading Conference Ethics ICG, 2007-2009Committee Member, International Reading Association Studies and Research Grant

Subcommittee, 2005-presentAmerican Educational Research Association, Learning and Instruction Division,

Reviewed Proposals for the Annual Meeting, 2005, 2006Committee Member, International Reading Association Citation of Merit, 2005-2006National Reading Conference, Professional Education Division, Reviewed

Proposals for the Annual Meeting of the National Reading Conference, 2004-2010

Media Awards Committee Member, International Reading Association, 2003-05Center for the Improvement of Early Reading Achievement Summer Institute –

Facilitator, 2000-04

Advisory Panels and Boards

West Chester University Professional Education Advisory Council, 2014- Board member, Jeanne C. Chall Endowment Advisory Board, 2013-Literacy Adviser, Measurement Inc. System of Sustainable Excellence, 2013-2014Literacy Adviser, Autism Spectrum Disorder Nest Program, New York City Department

of Education, 2011-2012Response to Intervention Task Force, New York City Department of Education, 2010-

2011Expert Consultant, Development of an Interactive, Multimedia Assessment of Teacher’s Knowledge of Early Reading. IES grant (Joanne Carlisle, Principal Investigator)- 2009-2010. Advisory Committee Member, New York City Department of Education, English

Language Arts (ELA) Scope and Sequence Advisory Group, 2008Advisory Committee Member, New York Department of Education, Special Education

Response to Intervention Pilot Project, 2007-08


Consultant, Laureate International University, Curriculum development for Master’s Degree in Education program, 2007-08

Alaska Teacher Education Project, August 2004Iowa State Department of Education: Every Child Reads, July 2004Pacific Region Educational Laboratory, PREL P-Child Project, June 2004

University Service

Task Force Member, MAT Program 2015Advisory Panel Member, Online Tutoring Certification Program- 2014-2015Teaching and Learning Promotion and Tenure Committee, 2013-PresentSearch Committee Member, Special Education, 2014-2015Search Committee Member, Multilingual and Multicultural Studies, 2012Liaison and Advocate, Constantine Georgiou Library and Resource Center for Children and Literature, 2009-2013 Committee Member, Dean’s Advisory Group on Teacher Education, 2008Committee Member, Doctoral Committee, 2008-2010Search Committee Member, English Education, 2007-2008Committee Member, Teaching and Learning Curriculum Task Force, 2007Search Committee Member, Early Childhood, 2007Search Committee Member, Literacy, 2007Committee Member, Childhood-Early Childhood Task Force, 2006Planning Committee, Steinhardt School of Education Sponsored Conference

Response to Intervention: What, Why and How Valid Is It? 2006Co-Director, University of Illinois Chancellor’s Summer Academy, 2005Committee Member, University of Illinois College of Education Undergraduate Awards

Committee, 2005-2006

Current Professional and Academic Association Memberships

International Literacy/Reading AssociationLiteracy Research Association/ National Reading ConferenceReading Recovery Council of North America

School Consultations (Go To Next Page)


Recent School Consultations

Bronx Charter School for the ArtsHunts Point (Bronx), NY

2009-2015 Response to Intervention Implementation in Literacy

PS 230Morris Heights (Bronx)


Marshall Kindergarten Center/Franklin Elementary School Hempstead, NY


Louis Armstrong Elementary School (PS 143)Queens, NY

Nov. 2012 –March 2013 Words Their Way Developmental Word Study in Grades K-3Oct. 2013 Words Their Way Developmental Word Study in Grades 4-5

Mott Haven Charter SchoolMott Haven (Bronx), NY

June –September 2013 CCLS ELA Curriculum Alignment

Williamsville School District (Williamsville, NY)January 2014 CCLS and RTI Alignment: AdministratorsMarch 2014 CCLS and RTI Alignment: Literacy Interventionists and Special Educators (K-8)May 2014 CCLS and RTI Alignment: Classroom TeachersAugust 2014 Summer Institute: Assessment for the Interventionist and Special EducatorMarch 2015: Teaching is the Core Grant—Development and Piloting District-wide Literacy Assessment System; RTI Decision Tree and Data Meeting ProceduresAugust 2015: Summer Institute 6 Workshops (Beyond the Read-aloud; Shared Reading Protocols to Enhance Student Comprehension; Contemporary Comprehension Strategy Instruction in K-1; Contemporary Comprehension Strategy Instruction in 2-4; Vocabulary Development and CCLS; Differentiating for Struggling Readers in the ClassroomSeptember 2015 Intervening to Accelerate Achievement (PD for reading interventionists and special education teachers)May/June 2016 Ongoing work in refining districtwide RTI Framework and Assessment SystemAugust 2016 Summer Institute 4 Workshops (Shared Reading Protocols to Enhance Student Comprehension; Contemporary Comprehension Strategy Instruction in K-1; Contemporary Comprehension Strategy Instruction in 2-4; Using Words Their Way Assessments to Monitor Developmental Progress)

Orchard Park School District (East Aurora, NY)March 2014 CCLS and RTI AlignmentJuly 2014 Summer Institute: Assessment for the Interventionist and Special Educator


Oct./Nov 2014: Teaching is the Core Grant—Assessment Audit Analysis ConsultantMarch 2015: Teaching is the Core Grant---Assessment System Development June 2015 Word Study in Grades 3-6

Cazenovia School District (Cazenovia, NY)Sept. 2014-Dec. 2014 On-line Book Club Professional Learning Community based on Reading Assessment in an RTI Framework (Stahl & McKenna, 2013) October 2014 RTI and CCLS: Connecting the Dots to See the Big Picture

Portchester School District (Portchester, NY)June 2015 CCLS and RTI Alignment: ELA Teams, Interventionists, Administrators

Locust Valley School District (Locust Valley, NY)June 2015 CCLS and RTI AlignmentOctober 2015 Developing Comprehension with Effective Teacher Read-AloudsNovember 2015 Developing Comprehension with Shared Reading 2015-2016 Effective Literacy Practices (Differentiated sessions for Primary School Classroom Teachers, Intermediate School Classroom Teachers, and Interventionists)

Mount Vernon School District (Mount Vernon, NY)July 2015 Administrator Orientation to Small Group Instruction in Gr. 3-6October & November 2015 Small group differentiated instruction in Gr. 3-6 (for all classroom teachers)Winter-Spring 2016 School Follow-up: Classroom Implementation of Small Group Instruction and Intervention

Regional Workshops

Southern Westchester BOCESMarch 2014 Integrating RTI and CCLS in ELAJanuary 2015 Beyond Close Reading: Shared Reading Techniques that Enhance Comprehension and EngagementJanuary 2015 Differentiation in the Literacy Classroom: Meeting the Needs of Struggling ReadersMarch 2015 Differentiation in the Literacy Classroom: Meeting the Needs of Advanced Readers

Nassau BOCES

October 2014 RTI and CCLS: Connecting the Dots to See the Big Picture



Documents

Katherine A - New York University€¦ · Web viewNov. 2012 –March 2013 Words Their Way Developmental Word Study in Grades K-3. Oct. 2013 Words Their Way Developmental Word Study