Michael J. Kieffer
Associate Professor of Literacy Education
Michael J. Kieffer studies the language and literacy development of students from linguistically diverse backgrounds. A former middle school teacher, he aims to conduct research that can inform instruction and policy to improve the reading outcomes of students in urban schools, especially adolescent English language learners. His research has included longitudinal studies of the reading and language development of English language learners, experimental evaluations of academic vocabulary instruction, and secondary analyses of large longitudinal datasets. He collaborates widely with colleagues in other disciplines, including developmental psychology, applied statistics, special education, and educational policy. He is currently most fascinated by the roles of attention-regulation skills in reading comprehension, metalinguistic skills involved in vocabulary learning, English language learners' long-term developmental trajectories, and teaching practices that promote rich discussions in middle-school classrooms. (Click on CV link above for publications and other information.)
- Ed.D. Harvard Graduate School of Education, Language & Literacy
- Ed.M. Harvard Graduate School of Education, Quantitative Methods in Developmental Research
- B.A. Stanford University, English (with an Interdisciplinary Emphasis)
- NYU's IES-funded Predoctoral Interdisciplinary Research Training program
- Dr. Kieffer on the roles of attention in reading comprehension on the Voices of Literacy podcast
- Dr. Kieffer on bilingualism, attention, and reading on AmericanRadioWorks
- Dr. Kieffer presenting on supporting English learners in the later grades at the National Academies
- Dr. Kieffer presenting on the literacy needs of long-term English language learners to NYC educators: Part 1, Part 2, and Part 3
- Dr. Kieffer presenting on the WWC Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
- Dr. Kieffer's new project on English language learners' academic trajectories, in collaboration with the Research Alliance for New York City Schools
Grants and Awards
- Honors & Awards
- American Educational Research Association, Division C Early Career Award (2014)
- International Reading Association Dina Feitelson Research Award (2013)
- NYU Steinhardt Griffiths Research Award (2013)
- National Academy of Education/Spencer Postdoctoral Fellowship (2012)
- Spencer Foundation Exemplary Dissertation Award (2010)
- Spencer Foundation Dissertation Fellowship (2008)
- National Academy of Education Adolescent Literacy Predoctoral Fellowship (2008)
- International Reading Association Jeanne S. Chall Research Fellowship (2008)
- Research Grants
- 2014-2015: Co-Principal Investigator. English language learners in middle and high school: Predictors and outcomes related to reclassification in New York City. Funded by the Institute of Education Sciences, through the Regional Educational Laboratory-Northeast & Islands. (James Kemple, PI).
- 2013-2014: Co-Principal Investigator. Teaching practices to accommodate individual differences in middle school English language arts. Funded by the National Academy of Education Measures of Effective Teaching Early Career Scholar Grants Program (Peter Halpin, PI).
- 2012-2017: Co-Investigator. Tools for reading: How children become sensitive to and use word structure in their reading. Funded by Social Sciences and Humanities Research Council of Canada (Helene Deacon, PI).
- 2011-2012: Principal Investigator. Exploring heterogeneity in the linguistic, metalinguistic, and reading skill profiles of adolescent English language learners. Funded by the Spencer Foundation.
- 2010-2012: Principal Investigator. English language learners' growth in mathematics and reading during early adolescents: Do K-8 schools make a difference? Funded by the American Educational Research Association with support from the National Science Foundation.
- 2010-2011: Co-Investigator. Student transitions through the middle grades. Subcontract in collaboration with the Research Alliance for New York City Schools with funding from the Bill and Melinda Gates Foundation. (James Kemple, PI)