Dr. Lisa Hammett Price, associate professor in the Department of Special Education and Clinical Services, is the 2011 recipient of the International Reading Association’s Dina Feitelson Research Award.
Price is sharing the award with coauthors Anne van Kleeck and Carl J. Huberty. The winning article is titled “Talk During Book Sharing between Parents and Preschool Children: A Comparison between Storybook and Expository Book Conditions.” It was published in Reading Research Quarterly.
“We are very fortunate to have Dr. Price on our faculty,” Dr. Mary Ann Rafoth, dean of the College of Education and Educational Technology, said. “Not only is she a noted scholar and researcher, but she is an incredible clinician and teacher. She truly embodies the teacher-scholar model at IUP.”
The award recognizes an outstanding empirical study that was published in English in a refereed journal and reports on an investigation of aspects of literacy acquisition such as phonemic awareness, the alphabetic principle, bilingualism, home influences on literacy development, or cross-cultural studies of beginning reading. The results of the study should have clear implications for instruction.
About the International Reading Association and the Dina Feitelson Research Award
The International Reading Association is an international professional organization based in Newark, Del. It has more than 90,000 members.
The Dina Feitelson Research Award was established to honor the memory of Feitelson, an educator and inspector for the Ministry of Education in Israel. She was the first recipient of the Israel Prize in the field of education for work on causes of faculty in first-grade children.
About Lisa Hammett Price
Price has both a bachelor’s and master’s degree from James Madison University in speech-language pathology and a Ph.D. in communication sciences and disorders from the University of Georgia.
She is a recipient of several research awards from IUP and is the author of several publications. Her current research is focused on interactions that take place during book-reading routines between parents and children and teachers and children.