Department of Teaching and Learning

Faculty

Michael J. Kieffer

Associate Professor of Literacy Education

Michael J. Kieffer


Email:
Office Hours: Spring, 2014: Mondays, 11-12; Wednesdays 5-6

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 is currently most fascinated by metalinguistic skills involved in vocabulary learning, sources of reading comprehension difficulties, discipline-specific comprehension skills, and the role of attention in second-language reading growth.


Degrees Held

  • 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)

Awards

  • 2013 : International Reading Association Dina Feitelson Research Award
  • 2013 : NYU Steinhardt Griffiths Research Award
  • 2013 : American Educational Research Association Outstanding Reviewer
  • 2012 : National Academy of Education/Spencer Postdoctoral Fellowship
  • 2010 : Spencer Foundation Exemplary Dissertation Award
  • 2010 : Teachers College Dean's Grant for Pretenured Faculty Research
  • 2008 : Spencer Foundation Dissertation Fellowship
  • 2008 : National Academy of Education Adolescent Literacy Predoctoral Fellowship
  • 2008 : International Reading Association Jeanne S. Chall Research Fellowship

Research Interests

  • Adolescent literacy
  • Academic language
  • English language learners
  • Urban education
  • Applied quantitative methods

Grants

  • 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: Subproject Principal 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. 
  • 2010: Principal Investigator. Academic language and disciplinary reading comprehension among adolescent English language learners: An exploratory study. Funded by Teachers College Dean's Grant for Pretenured Faculty Research. 

Selected Publications

  • Lesaux, N. K., Kieffer, M. J., Kelley, J., & Russ, J. (in press). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal.
  • Kieffer, M. J. (2014). Morphological awareness and reading in Spanish-speaking language minority learners and their classmates. Journal of Learning Disabilities, 47, 44-53.
  • Jeffery, J. V., Kieffer, M. J., & Matsuda, P. K. (2013). Examining conceptions of writing in TESOL and English education journals: Toward a more integrated framework for research addressing multilingual classrooms. Learning and Individual Differences, 28, 181-192.
  • Kieffer, M. J. (2013). Development of reading and mathematics in early adolescence: Do K-8 schools make a difference? Journal of Research on Educational Effectiveness, 6, 361-379.
  • Kieffer, M. J., Biancarosa, G., & Mancilla-Martinez, J. (2013). Roles of morphological awareness in English reading comprehension for Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency. Applied Psycholinguistics, 34, 697-725.
  • Kieffer, M. J. & Box, C. D. (2013). Derivational morphological awareness, academic vocabulary, and reading comprehension in Spanish-speaking language minority learners and their classmates. Learning and Individual Differences, 24, 168-175.
  • Kieffer, M. J. & Vukovic, R. K. (2013). Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention. Reading and Writing: An Interdisciplinary Journal, 26, 1159-1194
  • Kieffer, M. J., Vukovic, R. K., & Berry, D. J. (2013). Roles of attention shifting and inhibitory control in fourth-grade reading comprehension. Reading Research Quarterly, 48, 333-348.
  • Vukovic, R. K., Kieffer, M. J., Bailey, S. P., & Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematics performance. Contemporary Educational Psychology, 38, 1-10.
  • Kieffer, M. J. (2012). Before and after third grade: Longitudinal evidence for the shifting role of socioeconomic status in reading growth. Reading and Writing: An Interdisciplinary Journal, 25, 1725-1746.
  • Kieffer, M. J. (2012). Early Spanish and English language proficiency and later reading development among Spanish-speaking English language learners: Evidence from a nine-year longitudinal study. Journal of Applied Developmental Psychology, 33, 146-157.
  • Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge for Spanish-speaking language minority learners: A parallel process latent growth model. Applied Psycholinguistics, 33, 23-54.
  • Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native Spanish, Filipino, Vietnamese, and English speakers. Language Learning, 62, 1170-1204.
  • Kieffer, M. J., & Lesaux, N. K. (2012). Effects of academic language instruction on relational and syntactic aspects of morphological awareness for sixth graders from linguistically diverse backgrounds. Elementary School Journal, 112, 519-545.
  • Kieffer, M. J., & Lesaux, N. K. (2012). Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade. Reading and Writing: An Interdisciplinary Journal, 25, 347-373.
  • Kieffer, M. J., & Vukovic, R. K. (2012). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities, 45, 433-452.
  • Brasseur-Hock, I. F., Hock, M. F., Kieffer, M. J., Biancarosa, G., & Deshler, D. D. (2011). Adolescent struggling readers in urban schools: Results of a latent class analysis. Learning and Individual Differences, 21, 438-452.
  • Kieffer, M. J. (2011). Converging trajectories: Reading growth in language minority learners and their classmates, kindergarten to grade eight. American Educational Research Journal, 48, 1157-1186.
  • Mancilla-Martinez, J., Kieffer, M. J., Biancarosa, G., Christodoulou, J., & Snow, C. E. (2011). Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view. Reading and Writing: An Interdisciplinary Journal, 24, 339-354.
  • Kelley, J. G., Lesaux, N. K., Kieffer, M. J., & Faller, S. E. (2010). Effective academic vocabulary instruction in the urban middle school. The Reading Teacher, 64, 5-14.
  • Kieffer, M. J. (2010). English proficiency, socioeconomic status, and late-emerging reading difficulties. Educational Researcher, 39, 484-486.
  • Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54, 47-56.
  • Lesaux, N. K., Crosson, A., Kieffer, M. J., & Pierce, M. (2010). Uneven profiles: Language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31, 475-483.
  • Lesaux, N. K., & Kieffer, M. J. (2010). Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence. American Educational Research Journal, 47, 596-632.
  • Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45, 198-230. [Highlighted as an Editors’ Choice in Science, 328, 406.]
  • Mancilla-Martinez, J., & Kieffer, M. J. (2010). Language minority learners’ home language use is dynamic. Educational Researcher, 39, 545-546.
  • Kieffer, M. J., Lesaux, N. K., Rivera, M., & Francis, D. J. (2009). Accommodations for English language learners on large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research, 79, 1168-1201.
  • Kieffer, M. J. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100, 851-868.
  • Kieffer, M. J., & Lesaux, N. K. (2008). The role of derivational morphological awareness in the reading comprehension of Spanish-speaking English language learners. Reading and Writing: An Interdisciplinary Journal, 21, 783-804.
  • Kieffer, M. J., & Lesaux, N. K. (2007). Breaking words down to build meaning: Vocabulary, morphology, and reading comprehension in the urban classroom. The Reading Teacher, 61, 134-144. Reprinted in Graves, M. F. (ed.) (2009), Essential readings in vocabulary instruction. Newark, DE: International Reading Association.