Michael J. Kieffer
Associate Professor of Literacy Education
- Teaching and Learning
- Literacy Education
- English Education (Undergraduate)
- English Education (Graduate)
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 adolescents from linguistically diverse backgrounds. 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 metalinguistic skills involved in vocabulary learning, English language learners' long-term developmental trajectories, teaching practices that promote rich discussions in middle-school classrooms, and the roles of attention in reading comprehension. (Click on CV link above for publications and other information.)
- 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's new project on English language learners' academic trajectories, in collaboration with the Research Alliance for New York City Schools
- WWC Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
- 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: Collaborator. 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.