Katherine Stahl studies the effective instruction of reading in the elementary years. She is committed to improving student achievement and school effectiveness, especially in urban settings. She is currently the director of the NYU Literacy Clinic. For over twenty-five years, Stahl taught in high-poverty public elementary and middle school classrooms. The questions that she investigates stem from those experiences and from her current work with teachers to facilitate improvement in school literacy instruction. Her translational research examines reading acquisition and reading comprehension. Her articles appear in The Reading Teacher, Reading Research Quarterly, Urban Education, and the Journal of Literacy Research. She is the coauthor of Assessment for Reading Instruction, 3rd Ed. (Guilford Press, 2015), Developing Reading Comprehension: Effective Instruction for ALL Students in PreK-2 (Guilford Press, 2015), and Reading Assessment in an RTI Framework (Guilford Press, 2012). She earned her Ed D in reading education from the University of Georgia in 2003.
- McKenna, M. C., & Stahl, K. A. D. (2015). Assessment for reading instruction (3rd ed.). New York, NY: Guilford Press.
- Stahl, K. A. D., & García, G. E. (2015). Developing reading comprehension: Effective instruction for all students in PreK- 2. New York, NY: Guilford.
- Stahl, K. A. D. & McKenna, M. C. (2013). Reading assessment in an RTI framework. New York, NY: Guilford.
- Stahl, K. A. D. & McKenna, M. C. (Eds.). (2006). Reading research at work: Foundations of effective practice.NY: Guilford Press.
- Stahl, K. A. D., Keane, A., & Simic, O. (2013). Translating policy to practice: Initiating RTI in urban schools. Urban Education.