ILA Grant Recipients and 2019 Timothy & Cynthia Shanahan Outstanding Dissertation Award Winner and Finalists

Sat, Oct 12, 2019: 11:30 AM  - 12:30 PM 
Dissertation Research Poster Session 
New Orleans Ernest N. Morial Convention Center 
Room: Exhibit Hall I-1 - Poster Session  
Capacity: 112 
Celebrate our researchers who have completed their research grant studies (or projects) and will present their findings. This session will provide an opportunity to learn more about our newest dissertation research and think about how our research base is changing and growing.


Cultivating a Compositional Fluency in the Elementary English Language Arts Classroom: A Helen M. Robinson Dissertation Grant-Supported Inquiry

My study used an interdisciplinary approach to interrogate children's writing with diverse tools (e.g., visuals, audio, etc). In this presentation, I amplify the voices of children as they developed a compositional fluency, or a set of communicative practices inclusive of multiple ways of knowing. Sharing analytic snapshots, I highlight how they engaged with critical social issues of today while composing and offer new insights for researchers and educators for sustaining children's identities. 


Cassie Jo Brownell, University of Toronto-Ontario Institute for Studies in Education (OISE)

That's a Novel Idea! Using Novel Engineering to Support Reading Comprehension, Collaborative Problem-Solving, and Application of the Design Process

Novel Engineering, a hands-on approach to engaging students in the Design Process through literature, promotes student comprehension, creativity, communication, and collaboration. This poster presentation highlights presenters' research in elementary classrooms using Novel Engineering to support students' comprehension and engagement. As recipients of the 2017 ILA Teacher as Researcher Grant, presenters will share their methodology, results, and further research recommendations. 


Dr. Sarah Valter, Lindbergh Schools
Dr. Daniel J Rocchio, Maryville University
Jillian Skouby, Sappington Elementary, Lindbergh Schools


Lisa Jester, ILA

Cognitive and Linguistic Underpinnings of Orthographic Learning: Beyond the Effects of Phonological Decoding


Yi-Jui Chen, University of South Florida, Tampa

Prompting Rural Students' Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content


Courtney Hattan, Illinois State University

The Role of Knowledge and Reading Motivation in Reading Achievement in the Elementary Years


Hyejin Hwang, Florida State University, Tallahassee

(Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements With Literacy


Dr. Kelly C Johnston, Baylor University

Visualizing Reading Comprehension: Understanding the Influence of Text Structures on Readers' Knowledge Structures


Kyung Kim, Northern Illinois University, DeKalb

Integrating Technology Into Literacy Instruction for Students With Disabilities: Perspectives of Teachers and Students


Catherine Lipson, North Coast School of Education, Santa Rosa

Explicit Instruction of Reading Comprehension Strategies: Effect on d/Deaf Adolescent Students' Strategy Use and Reading Comprehension


Maryam Salehomoum, Emerson College, Boston

Making Innovation: Literacy and Technoscience in Urban Public School Reform


T. Philip Nichols, Baylor University, Waco