Katherine A. Dougherty Stahl

Katherine A. Dougherty Stahl

New York University

82 Washington Square East

New York, New York 10003

(212) 998-5204 (Office)

E-mail:

Academic Degrees

Ed.D.University of Georgia, Reading Education, 2003

Ed.S.Georgia Southern University, Reading Specialist, 1996

Georgia State University, Reading Recovery Certification Training, 1994

M.Ed.Georgia Southern University, Reading Specialist, 1984

B.S.West Chester State University, Elementary Education, 1976

Academic Appointments

2012-Clinical Associate Professor of Reading, New York University

2006-2012Assistant Professor of Reading, New York University

2002-2006Assistant Professor of Reading, University of Illinois- Urbana/Champaign (2004-2006)

Instructor (2002-2004)

2000-2001Graduate Assistant, University of Georgia Reading Clinic

1997-1998Instructor, Clemson University, Clemson, SC

Teaching Experience

1997-2002Teacher (Grade 2), Clarke County Public Schools

1976-1997Teacher (Grades 1-3 Classroom; Grades 1-5 Reading/Math Intervention; Middle School Language Arts), Glynn County Public Schools

Administrative Appointments

2012-Director of the Literacy Program, New York University

2008-2009Interim Director of the Literacy Program, New York University

2002-2003The Reading Group (Reading Clinic)

Assessment Advisor-Director of Student Evaluations

Honors and Academic Recognition

2010 Recipient of Harvard’s Jeanne S. Chall Visiting Researcher Award. A Contemporary Conceptualization of Text Readability, ($2,500).

National Reading Conference Early Career Achievement Award Nominee (2010). Nominated by James Baumann (Chancellor’s Chair for Excellence in Literacy Education, University of Missouri-Columbia).

Fry Book Award Nominee: McKenna, M. C., & Stahl, K. A. D. (2010). Assessment for reading instruction (Second Edition). NY: Guilford Press.

Fry Book Award Nominee: Stahl, K. A. D., & McKenna, M. C. (Eds.). (2006, 2008). Reading research at work: Foundations of effective practice. NY: Guilford Press.

NYU Teaching Excellence Award Nominee (2008)

International Reading Association (2004) Finalist, Student Paper Award

National Reading Conference (2003) Top five finalist, Student Paper Award

UIUC Incomplete List of Faculty Ranked as Excellent by Their Students

Teaching Elementary Reading and Language Arts I, 2002-05

Teaching Elementary Reading and Language Arts II, 2003-06

Publications

Articles in Refereed Journals

Peer-reviewed articles in refereed journals

Stahl, K. A. D.,Keane, A.,* & Simic, O. (2012). Translating policy to practice: Initiating RTI in urban schools. Urban Education. Online version currently available:

Garcia, G. E., Pearson, P. D., Taylor, B. M., & Bauer, E. B., & Stahl, K. A. D. (2011). Socio-constructivist and political views on the implementation of two types of reading comprehension approaches in low-income schools. Theory into Practice. 50(2), 149-156. doi:10.1080/00405841.2011.558444

Stahl, K. A. D., & Bravo, M. (2010). Contemporary classroom vocabulary assessment for content areas. Reading Teacher, 63, 566-578. doi:10.1598/RT.63.7.4

Stahl, K. A. D. (2009). Comprehensive synthesized comprehension instruction in primary classrooms: A story of successes and challenges. Reading and Writing Quarterly, 25, 334-355. doi: 10.1080/10573560903123643

Reprinted and summarized by The Centre for the Use of Research and Evidence in Education, Department for Education (England), (in press).

Stahl, K. A. D. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, 40, 359-393. doi: 10.1080/10862960802520594

Stahl, K. A. D. (2004). Proof, practice and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57, 598-609.

Stahl, K. A. D., Stahl, S.A., & McKenna, M. (1999). The development of phonological awareness and orthographic processing in Reading Recovery. Literacy, Teaching and Learning: An International Journal of Early Literacy, 4, 27-42.

Stahl, S.A., Duffy-Hester, A.M., & Stahl, K. A. D. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.

Invited articles in refereed journals

Stahl, K. A. D. (2012). Complex text or frustration level text: Using shared reading to bridge the difference. Reading Teacher, 66. 47-51. doi:10.1002/TRTR.01102

Hall, M.,* Stahl, K. A. D. (2012). Devillainizing video in support of comprehension instruction. Reading Teacher, 65, 403-406. doi: 10.1002/TRTR.01061

Zheng, J., & Stahl, K. A. D. (2011/2012). Collaborative Reasoning: Language-rich discussions for English language learners. Reading Teacher, 65, 257-260. DOI: 10.1002/TRTR.01040

Stahl, K. A. D. (2011). Applying new visions of reading development in today’s classrooms. Reading Teacher,65, 52-56. doi: 10.1598/RT.65.

Stahl, K. A. D. (2005). Improving the asphalt of reading instruction: A tribute to the work of Steven Stahl. Reading Teacher, 59, 184-192.doi:10.1598/RT.59.2.8

Stahl, S.A., & Stahl, K. A. D. (1998). What to say to parents and teachers (and other interested parties) about phonics. Georgia Journal of Reading, 22, 7-13.

Books

Stahl, K. A. D., & McKenna, M. C. (2012). Reading assessment in an RTI framework. New York, NY: Guilford.

McKenna, M. C.,Stahl, K. A. D. (2009). Assessment for reading instruction (2nd ed.).New York, NY: Guilford Press.

Stahl, K. A. D., & McKenna, M. C. (Eds.). (2006). Reading research at work:

Foundations of effective practice.New York, NY: GuilfordPress.

Book Chapters

Stahl, K. A. D. (in press). Reading to learn from the beginning: Comprehension instruction in the primary grades. In D. Barone & M. Mallette (Eds.) Best practices in early literacy instruction. New York, NY: Guilford.

Kuhn, M., Schwanenflugel, P., Stahl, K. A. D., Meisinger, B., & Groff, C. (in press). Fluency-oriented reading instruction. In T. Rasinski & N. Padak (Eds.) Effective instruction for fluency and comprehension. New York, NY: Guilford.

Stahl, K. A. D. (2012). Today’s comprehension strategy instruction: “Not your father’s Oldsmobile.” In B. Taylor & N. Duke (Eds.) Handbook of effective literacy instruction. New York, NY: Guilford.

Stahl, K. A. D., & Stahl, S. A. (2012). Young word wizards! Fostering vocabulary development in preschool and primary education. In J. Baumann & E. Kame’enui (Eds.),Vocabulary instruction: Research to practice (2nd Ed.). New York, NY: Guilford.

Stahl, K. A. D. (2009). Assessing the comprehension of young children. In S. E. Israel and G. G. Duffy (Eds.),Handbook of research on reading comprehension (pp. 428-448). New York, NY: Guilford.

Stahl, K. A. D. (2008). Creating opportunities for comprehension instruction with Fluency-Oriented Reading. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the classroom (pp. 55-74). New York, NY: Guilford.

Stahl, K. A. D. (2007). The ivory tower in the blackboard jungle: Striving for coexistence. In S. Israel & C. Lassonde (Eds.),The ethical educator: Integrating ethics within the context of teaching and teacher research (pp.121-131). New York, NY: Peter Lang.

Stahl, K. A. D., Garcia, G. E., Bauer, E. B., Pearson, P. D., & Taylor, B. M. (2006). Making the invisible visible: The development of a comprehension assessment system. In K. A. D. Stahl & M. C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 425-436).New York, NY: Guilford Press.

Taylor, B. M., Pearson, P. D., Garcia, G. E., Stahl, K. A. D., Bauer, E. B. (2006). Improving students’ reading comprehension. In K. A. D. Stahl & M. C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 303-315).New York, NY: Guilford Press.

Stahl, S. A.,Stahl, K. A. D. (2004). From Brown Bear to Paddington Bear: Text in the development of fluency. In J.V. Hoffman & D.L. Schallert (Eds.) The texts in the primary grade classrooms (pp. 39-60).Mahwah, NJ: Erlbaum.

Stahl, S. A.,Stahl, K. A. D. (2004). Word wizards all! Teaching word meanings in preschool and primary education. In J. Baumann & E. Kame’enui (Eds.),Vocabulary instruction: Research to practice (pp. 59-78). New York, NY: Guilford.

Stahl, K. A. D., Stahl, S. A., & McKenna, M. C. (2003). The development of phonological awareness and orthographic processing in Reading Recovery. Reprinted in S. Forbes & C. Briggs (Eds.) Research in Reading Recovery, Vol. II (pp. 99-114). Portsmouth, NH: Heinemann.

Book Reviews

The 1999/2000 University of Georgia Doctoral Seminar in Reading Education (2001). Reading reading research: A multivocal review [Review of the book Handbook of reading research III]. Reading Research Quarterly, 36, 74-85.

Manuscripts Under Review

Stahl, K. A. D., Keane, A.,* Simic, O. & Hall, M.*(under review). RTI in an urban setting: Buyer beware or realizing the promise? Reading and Writing Quarterly.

Manuscripts in Progress

Stahl, K. A. D. & Garcia, G. E.(in progress). Developing reading comprehension for all students. New York, NY: Guilford.

Stahl, K. A. D. (in progress). A contemporary conceptualization of text readability. Preliminary research was conducted for this conceptual manuscript in June 2011 as recipient of Chall Visiting Researcher Award.

Kieffer, M. & Stahl, K. A. D. (in progress). Identifying and addressing individual differences in vocabulary. In P. Afflerbach (Ed.) Handbook of individual differences: Reader, text and context. New York, NY: Routledge Publishing.

*Doctoral student under my supervision

External Funding

Principal Investigator (2010-15) Reading Recovery: Scaling up what works, USDOE i3 grant, $3.2 million (Ohio State Primary Institution, $46m)

Investigator (2009-14), NY-VESID Response to Intervention Technical Assistance Center, $282, 300. (K. A. D Stahl & Rose Vukovic; Buffalo State Primary Institution, $1.5m).

Principal Investigator (2008-present). New York University Reading Recovery Project.

Investigator (2003-06). Instruction of Reading Comprehension: Cognitive Strategies or Cognitive Engagement? Reading Comprehension Grants Competition, Institute for Education Sciences, $1.5 Million. (G. E. Garcia, Principal Investigator).

Senior Personnel (2000-05). The Development of Fluent and Automatic Reading: Precursor to Learning from Text. Interagency Educational Research Initiative, Primary Funding: National Institute for Child Health and Human Development, $5.05 million. (S. A. Stahl, Principal Investigator).

Video and Podcast Productions

Stahl, K. A. D. (September 21, 2009) Primary comprehension instruction: Picture walks, KWL and DRTA.

Stahl, K. A. D., & Helman, L. (2008). Early reading. Culver City, CA: Laureate International Universities Network.

Stahl, K. A. D. (2004). Fostering vocabulary development K-12. Alaska Teacher Education Project, Anchorage, AK: Alaska Department of Education.

Stahl, K. A. D., & Nestor, T. (1999). Reading after hours: Home/school connections. Athens, GA: Georgia Teleconference for Educational Satellite Outreach Program.

Hankins, K.,Stahl, K. A. D. (1998). Making reading click. Athens, GA: Georgia Teleconference for Educational Satellite Outreach Program.

Invited Addresses at National Meetings

Stahl, K. (2012, May). Research into practice. In D. Barone & M. Mallette (chairs), Featured columns in the Reading Teacher. Symposium presented at the annual meeting of the International Reading Association.

Stahl, K. A. D. (2011, May). Building bridges: Effective comprehension instruction for the youngest readers. Featured research presentation at the annual meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D. (2006, October). Shared reading: The neglected element. Invited featured address at the Billie J. Askew Reading Recovery/Early Literacy Institute, Dallas, TX.

Stahl, K. A. D. (2006, October). Comprehension: A synthesis approach. Invited featured address at the Billie J. Askew Reading Recovery/Early Literacy Institute, Dallas, TX.

Stahl, K. A. D. (2005, May). The Stahl new report on phonics: What you must know. In M. C. McKenna (Chair). A Tribute to the Work of Steven Stahl. Symposium conducted at the meeting of the International Reading Association, San Antonio, TX. [Tribute and Featured Book Session]

Stahl, K. A. D. (2004, May). Helping beginning readers comprehend informational text. Paper presented at the meeting of the International Reading Association, Reno, NV. [Featured Speaker series]

Papers Presented at National Meetings (Peer-reviewed)

Welsch, J. G., Robnolt, V. J., Jones, J., Hayes, L., Stahl, K. A. D., & Flanigan, K. (2012, December). Response to Intervention: Implementation and support by Departments of Education in 5 states. Paper presented at the annual meeting of the Literacy Research Association, San Diego, CA.

Stahl, K. A. D. & Keene, E. O. (2011, May). A researcher and a professional developer talk about comprehension. In N. Duke (chair) Researchers and professional developers share insights and advice about fluency, comprehension, motivation and self-selected reading. Symposium presented at the annual meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D. (2011, May). Contemporary classroom vocabulary assessment for content areas. In M. McKeown & S. B. Neuman (chairs), The interaction between content, vocabulary and comprehension instruction: Research to practice. Preconvention Institute conducted at the annual meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D., & Keene, A.* (2010, December). RTI in the primary grades: Consequences of RTI in an urban setting.In V. Robnolt (chair), Response to Intervention: Collaborative efforts among multiple stakeholders. Alternative session presented at the National Reading Conference/Literacy Research Association, Ft. Worth, TX.

Stahl, K. A. D. (2010, December). Yesterday, today, and tomorrow: Situating reading comprehension professional development historically. In K. Cartwright (chair), Reading comprehension professional development. Symposium presented at the National Reading Conference/Literacy Research Association, Ft. Worth, TX.

Stahl, K. A. D., & Keane, A.* (2010, May). A longitudinal investigation ofResponse To Intervention in an urban setting. Paper presented at the meeting of the American Educational Research Association, Denver, CO.

Stahl, K. A. D. & Keane, A.* (2010, April). Implementing Response To Intervention in a large urban district. Paper presented at the annual convention of the International Reading Association, Chicago, IL.

Stahl, K. A. D., & Keane, A.* (2009, December). Policy to practice: Implementing RTI in urban schools. Paper presented at the meeting of the National Reading Conference, Albuquerque, NM.

Stahl, K. A. D. (2009, April). Investigating the effects of a Response To Intervention framework in New York City. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.

Stahl, K. A. D. (2008, May). Translating vocabulary research into practical assessment strategies for enabling differentiated instruction. In K. A. D. Stahl (Chair), Engaging learners in vocabulary learning: Practical, research-based approaches. Symposium conducted at the meeting of the International Reading Association, Atlanta, GA.

Stahl, K. A. D. (2008, March). Synthesized comprehension instruction in primary classrooms. Paper presented at the meeting of the American Educational Research Association, New York, NY.

Stahl, K. A. D. (2007, May). Principles of vocabulary instruction: A sample of informal, selective vocabulary assessments. In M. Richek (Chair), Vocabulary learning without boundaries: Everyday and special days. Symposium conducted at the meeting of the International Reading Association, Toronto, Canada.

Stahl, K. A. D. (2006, November). Working with primary teachers to implement the synthesized approach of comprehension instruction. In G. E. Garcia (Chair), Synthesizing three elements of reading comprehension instruction. Symposium conducted at the meeting of the National Reading Conference, Los Angeles, CA.

Stahl, K. A. D. (2006, April). Helping novice readers overcome the challenges of informational texts. Poster session presented at the meeting of the American Educational Research Association, San Francisco, CA.

Stahl, K. A. D. (2005, December). Research design and comprehension assessment. In G. E. Garcia (Chair), Cognitive strategy vs. responsive engagement: Year 2. Symposium conducted at the meeting of the National Reading Conference, Miami, FL.

Stahl, K. A. D. (2004, December). Teacher practice and change: Cognitive strategy instruction. In G. E. Garcia (Chair), Effective comprehension instruction. Symposium conducted at the meeting of the National Reading Conference, San Antonio, TX.

Stahl, K. A. D., Armbruster, B. B., Cummins, S. & Stahl, S. (2004, December). Scaling-up: Changes in practice (Researcher and Teacher). In M. Kuhn (Chair), Teaching children to become fluent readers–Year 3. Symposium conducted at the meeting of the National Reading Conference, San Antonio, TX.

Stahl, K. A. D. (2004, July). Helping beginning readers comprehend informational text. Paper presented at the Center for the Improvement of Early Reading Achievement Summer Institute, Ann Arbor, MI.

Stahl, K. A. D. (2003, December). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Stahl, K. A. D. (2003, May). Classroom interaction patterns. In S. Paris & S. Stahl (Chairs),Developmental trade-offs and interactions between reading fluency and comprehension. Preconvention institute conducted at the meeting of the International Reading Association, Orlando, FL.

Stahl, K. A. D. (2002, May). Spelling at instructional level. Paper presented at the meeting of the International Reading Association, San Francisco, CA.

Stahl, K. A. D. (2001, December). Standing in the crossfire of practitioners and theorists. Paper presented at the meeting of the National Reading Conference, San Antonio, TX.

Stahl, K. A. D. (2000, December). The measurement of sequencing skill in primary grade readers. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Labbo, L. D., Stahl, S. A., & Stahl, K. A. D. (2000, December). “I feel like such an expert now”: Exploring the use of interactive case-based CDs on university students’ expertise in administering and analyzing K-5 reading diagnostic instruments. Paper presented at the meeting of the National Reading Conference, Scottsdale, AZ.

Stahl, S. A., McKenna, M. C., Gatliff, J., & Stahl, K. A. D. (1999, December). The joint

development of phonological and orthographic knowledge. Paper presented at the meeting of the National Reading Conference, Orlando, FL.

Stahl, K.A.D. (1999, May). Using buddy reading for older children with reading problems. Paper presented at the meeting of the International Reading Association, San Diego, CA.

Stahl, S. A., McKenna, M. C., Stahl, K. A. D., Hagood, M., & Gatliff, J. (1998, December). The development of word recognition, spelling, and phonological awareness. Paper presented at the meeting of the National Reading Conference, Austin TX.

Stahl, K. A. D. (1998, April). Commentary on multiple studies related to struggling readers. Discussant on papers presented at American Educational Research Association.

Stahl, K.A.D. (1997, May). Using gradient text to teach decoding. In S. Stahl (Chair), What research has to say about phonics instruction. Preconvention institute conducted at the meeting of the International Reading Association, Atlanta, GA.

Presentations at Regional/State Conferences(Invited)

Stahl, K. A. D. (2012, June). Diagnostic assessment in a tiered system-who, what, and when? NYS RTI Technical Assistance Center Response to Intervention Conference, Albany, NY.

Stahl, K. A. D. (2011, June). Developing a comprehensive school assessment system. Keynote address presented at Virginia’s Leading in Reading Summer Institute, Roanoke, VA.

Stahl, K. A. D. (2010, June). Diagnostic assessment in a tiered system-who, what, and when? NYS RTI Technical Assistance Center Response to Intervention Conference, Albany, NY.

Stahl, K. A. D. (2010, March). Models of reading assessment. Address presented at the meeting of the International Dyslexia Association (NY Branch) 37th Annual Conference on Dyslexia and Related Learning Disabilities, New York, NY.

Stahl, K. A. D., Keene, A., & Strom, C.* (2009, June). Non-responders or not responded to: Case studies at the top of the triangle. Response to Intervention and Reading First Connections Conference, Albany, NY.

Stahl, K. A. D. (2009, March). Beyond cloze: High-level reading instruction for all. Address presented at the meeting of the International Dyslexia Association (NY Branch) 36th Annual Conference on Dyslexia and Related Learning Disabilities, New York, NY.

Stahl, K. A. D. (2008, March). Comprehension instruction for children with reading difficulties. Plenary address presented at the meeting of the International Dyslexia Association (NY Branch) 35th Annual Conference on Dyslexia and Related Learning Disabilities, NewYork, NY.

Stahl, K. A. D. (2007, July). Falling in love with assessment: Using our passion toward positive ends. Plenary address presented at the Chancellor’s Summer Academy, Champaign, IL.

Stahl, K. A. D. (2007, June). Fostering fluency in a comprehensive literacy program. Paper presented at Georgia’s 3rd Annual Reading First Conference, Athens, GA.

Stahl, K.A.D. (2006, July). Vocabulary instruction that builds a foundation for the comprehension of young readers. Address presented at the William Ennis Cosby Institute, NY, NY.

Stahl, K.A.D. (2006, June). Fluency-Oriented Reading Instruction: Making challenging text accessible to all students. Paper presented at the Minnesota Reading First Summer Literacy Institute, St. Paul, MN.

Stahl, K.A.D. (2006, June). Reading fluency: The new priority. Paper presented at the Georgia Reading First Conference, Atlanta, GA.

Stahl, K. A. D. (2005, August). Conversation that fosters comprehension, concept development, and critical literacy. Paper presented at the Heartland Iowa AEA Summer Institute, Des Moines, IA.

Stahl, K. A. D. (2005, August). Making comprehension strategy instruction work in real classrooms. Paper presented at the Heartland Iowa AEA Summer Institute, Des Moines, IA.