Literacy Education

Literacy Education Faculty

Katherine A. Dougherty Stahl (The University of Georgia, 2003) is interested in the effective instruction of reading in the elementary years. Her current research focuses on reading acquisition and reading comprehension. Dr. Stahl taught in public elementary and middle school classrooms in high-poverty communities for over twenty-five years. The questions that she researches stem from those experiences and from ongoing work with schools. Dr. Stahl has published articles in Reading Research Quarterly, Urban Education, Journal of Literacy Research, and The Reading Teacher, where she currently serves as section editor of the Research into Practice feature. She is co-author of Assessment for Reading Instruction, Third Edition (Guilford, 2015), Reading Assessment in an RTI Framework (Guilford, 2013), and Developing Reading Comprehension: Effective Instruction for All Students in Pre-K-2 (Guilford, 2015).


Michael J. Kieffer (Harvard Graduate School of Education, 2009) 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 and quasi-experimental evaluations of academic vocabulary instruction, and secondary analyses of large longitudinal datasets. His current research interests include metalinguistic skills involved in vocabulary learning, sources of reading comprehension difficulties, and the role of attention in reading comprehension. His research has been supported by grants from the Spencer Foundation, the National Academy of Education, American Educational Research Association, and the International Reading Association. He has received the International Reading Association Dina Feitelson Research Award, American Educational Research Association Division C Early Career Award, NYU Griffiths Research Award, and Spencer Foundation Exemplary Dissertation Award. Watch his videos to learn more about Literacy Education program and his work. 


Susan B. Neuman (University of the Pacific, Stockton, 1977) is a specialist in early literacy development whose research and teaching interests include early childhood policy, curriculum, and early reading instruction for children who live in poverty. In her role as the US Assistant Secretary for Elementary and Secondary Education, Neuman established the Early Reading First Program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act. She has written more than 100 articles, and authored and edited 11 books, including the three-volume Handbook of Early Literacy Research (Guilford Press), Changing the Odds for Children at Risk (Teachers College Press, 2009), Educating the Other America (Brookes, 2008), and Multimedia and Literacy Development (Taylor & Francis, 2008). Her most recent book is Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital (Teachers College Press, 2012). She received her doctorate from the University of the Pacific, Stockton, California.


Carolyn H. Strom (New York University, 2013) studies reading and literacy development in young children. As a state-certified reading specialist and former elementary school teacher, Dr. Strom has over fifteen years of experience researching and working closely with students who have difficulties learning to read. Her work, which has been published in The Reading Teacher, focuses on the ways in which reading and vocabulary interventions work for children from linguistically diverse and high-poverty backgrounds. She collaborates widely with teachers, principals, and school districts, as well as with curriculum developers to improve literacy instruction and programming. Currently, she is leading professional development efforts with teachers in New York City public schools focusing on how to better meet the needs of beginning and dyslexic readers.