Katherine A. Dougherty Stahl
New York University
239 Greene St.
New York, New York 10003
(212) 998-5204 (Office)
(217) 721 1100 (Cell)
E-mail: [email protected]
Academic Degrees
Ed.D.
Ed.S.
M.Ed.
B.S.
University of Georgia, Reading Education, 2003
Georgia Southern University, Reading Specialist, 1996
Georgia State University, Reading Recovery Certification
Training, 1994
Georgia Southern University, Reading Specialist, 1984
West Chester University, Elementary Education, 1976
Academic Appointments
2012-
Clinical Associate Professor of Reading, New York University
2006-2012
Assistant Professor of Reading, New York University
2002-2006
Assistant Professor of Reading, University of IllinoisUrbana/Champaign (2004-2006)
Instructor (2002-2004)
2000-2001
Graduate Assistant, University of Georgia Reading Clinic
1997-1998
Instructor, Clemson University, Clemson, SC
Teaching Experience
1997-2002
1976-1997
Teacher (Grade 2), Clarke County Public Schools; Athens, GA
Teacher (Grades 1-3 Classroom; Grades 1-5 Reading/Math
Intervention; Middle School Language Arts), Glynn County
Public Schools; Brunswick, GA
Administrative Appointments
20122008-2009
2002-2003
Literacy Program Leader, New York University
Interim Director of the Literacy Program, New York
University
The Reading Group (Reading Clinic)
Assessment Advisor-Director of Student Evaluations
2
Courses Taught
Childhood Education and Early Childhood Education*: Master’s Certification
LitC GE 2001 Language and Literacy in the Early Grades (Incudes EC*)
LitC GE 2002 Language and Literacy in the Upper Grades
Literacy Specialist Program (Childhood and Secondary*)- Master’s
LitC GE 2012/2014* Literacy Education I (Reading): Early Childhood/Childhood &
Middle Childhood/Adolescence
LitC GE 2011 Literacy Assessment
LitC GE 2991/2992* Clinical Literacy Practicum Director ---Instruction, supervision, and
all administrative tasks (website, parent interactions, marketing, permissions, space
needs)
Honors and Academic Recognition
2016 Commencement Address: West Chester University; West Chester, PA
2014 NYU Steinhardt School of Culture, Education and Human Development Teaching
Excellence Award
2010 Recipient of Harvard’s Jeanne S. Chall Visiting Researcher Award. A Contemporary
Conceptualization of Text Readability, ($2,500).
2010 National Reading Conference Early Career Achievement Award Nominee. Nominated by
James Baumann (Chancellor’s Chair for Excellence in Literacy Education, University of
Missouri-Columbia).
2010 Fry Book Award Nominee: McKenna, M. C., & Stahl, K. A. D. Assessment for reading
instruction (Second Edition). NY: Guilford Press.
2006, 2008 Fry Book Award Nominee: Stahl, K. A. D., & McKenna, M. C. (Eds.). Reading
research at work: Foundations of effective practice. NY: Guilford Press.
2008 NYU Teaching Excellence Award Nominee
2004 International Reading Association Finalist, Student Paper Award
2003 National Reading Conference, 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
Katherine Stahl, 02.26.15
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Publications
Articles in Refereed Journals
Peer-reviewed articles in refereed journals
Stahl, K. A. D., Keane, A., & Simic, O. (2013). Translating policy to practice: Initiating
RTI in urban schools. Urban Education, 48, 350-379. doi:
10.1177/0042085912451755
http://uex.sagepub.com/content/early/2012/07/13/0042085912451755
García, 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. The 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).
http://www.education.gov.uk/schools/toolsandinitiatives/tripsresearchdigests
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. The 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. (2015). Using professional learning communities to bolster
comprehension instruction. The Reading Teacher, 68(5), 327-333.
doi:10.1002/trtr.1311
Katherine Stahl, 02.26.15
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Stahl, K. A. D. (2014/2015). New insights about letter learning. The Reading Teacher,
68(4), 261-265. doi: 10.1002/trtr.1320
Stahl, K. A. D. (2014). What counts as evidence? The Reading Teacher, 68(2), 103-106.
doi: 10.1002/trtr1276
Stahl, K. A. D. (2014). Fostering inference generation with emergent and novice readers.
The Reading Teacher, 67(5), 384-388. doi:10.1002/trtr.1230
Stahl, K. A. D., & Schweid, J. (2013). Beyond March Madness: Fruitful practices to
prepare for high stakes ELA tests. The Reading Teacher, 67, 121-125. doi:
10.1002/TRTR.1199
Stahl, K. A. D. (2012). Complex text or frustration level text: Using shared reading to
bridge the difference. The Reading Teacher, 66. 47-51. doi:10.1002/TRTR.01102
Hall, M., & Stahl, K. A. D. (2012). Devillainizing video in support of comprehension
instruction. The 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. The 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. The 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. The 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
McKenna, M. C., & Stahl, K. A. D. (in press). Assessment for reading instruction (3rd
ed.). New York, NY: Guilford Press.
http://www.guilford.com/books/Assessment-for-Reading-Instruction/McKennaStahl/9781462521043
Stahl, K. A. D. & García, G. E. (2015). Developing reading comprehension: Effective
instruction for all students in PreK- 2. New York, NY: Guilford Press.
http://www.guilford.com/books/Developing-Reading-Comprehension/StahlGarcia/9781462519767
Stahl, K. A. D., & McKenna, M. C. (2013). Reading assessment in an RTI framework.
New York, NY: Guilford Press.
http://www.guilford.com/books/Reading-Assessment-in-an-RTIFramework/Stahl-McKenna/9781462506941
Katherine Stahl, 02.26.15
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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: Guilford Press.
Book Chapters
Kieffer, M. & Stahl, K. A. D. (in press). Identifying and addressing individual
differences in vocabulary. In P. Afflerbach (Ed.) Handbook of individual
differences: Reader, text and context. New York, NY: Routledge Publishing.
Stahl, K. A. D. (2013). Reading to learn from the beginning: Comprehension instruction
in the primary grades. In D. Barone & M. Mallette (Eds.) Best practices in early
literacy instruction. (pp. 175-190). New York, NY: Guilford Press.
Stahl, K. A. D. (2013). Today’s comprehension strategy instruction: “Not your father’s
Oldsmobile.” In B. Taylor & N. Duke (Eds.) Handbook of effective literacy
instruction. (pp. 223-245). New York, NY: Guilford Press.
Kuhn, M., Schwanenflugel, P., Stahl, K. A. D., Meisinger, B., & Groff, C. (2013).
Fluency-oriented reading instruction. In T. Rasinski & N. Padak (Eds.) Effective
instruction for fluency and comprehension. (pp. 166-175). New York, NY:
Guilford Press.
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.) (pp. 72-92). New
York, NY: Guilford Press.
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 Press.
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 Press.
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.
Katherine Stahl, 02.26.15
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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. 303315). 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 Press.
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 in Progress
Stahl, K. A. D. Assessing the comprehension of young children. In S. E. Israel and P. D.
Pearson (Eds.), Handbook of research on reading comprehension, 2nd Ed. New
York, NY: Guilford.
Mesmer, H. A. E. & Stahl, K. A. D. Myths and realities of close reading.
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; 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).
Katherine Stahl, 02.26.15
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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).
Submitted Grant Proposals
Consultant (2014). DIP: Deepening Comprehension by Reading to Rover. National Science
Foundation Cyberlearning. (J. Mostow, Principal Investigator).
Webinar, Video, and Podcast Productions
Stahl, K. A. D. (February/March 2014) WEBINAR: STRAND- Using Your RTI Model To
Differentiate AND Support The ELA Common Core Learning Standards (4 Webinars)
http://www.nysrti.org/page/past-webinars/
Stahl, K. A. D. (January, 13, 2014) Diagnostic reading assessment within an RTI framework.
http://www.nysrti.org/page/past-webinars/
Stahl, K. A. D. (September 21, 2009) Primary comprehension instruction: Picture walks, KWL
and DRTA. http://www.voiceofliteracy.org/
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.
https://education.alaska.gov/akreading/home.html?CFID=34828&CFTOKEN=14263401
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. (2014, May). Will phonics be forgotten in a CCSS-driven curriculum? In E.
McLaughlin (chair), Research Institute of the annual meeting of the International Reading
Association, New Orleans, LA.
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.
Katherine Stahl, 02.26.15
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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)
Stahl, K.A.D. (2014). Reconsidering shared reading. In S. Walpole (chair) Moving to
challenging text in the upper elementary grades. Symposium presented at the annual
meeting of the Literacy Research Association, Marco Island, FL.
Kieffer, M., & Stahl, K.A.D. (2014). Individual differences in vocabulary knowledge. In P.
Afflerbach (chair) Individual differences in reading: Reader, text and context.
Symposium presented at the annual meeting of the Literacy Research Association, Marco
Island, FL.
Jones, J., Robnolt, V. J., Stahl, K. A. D., & Welsch, J. G. (2013, December).Transformative
literacy: Examining the state of RTI. Paper presented at the annual meeting of the
Literacy Research Association, Dallas, TX.
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.
Katherine Stahl, 02.26.15
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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 of Response 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.
Katherine Stahl, 02.26.15
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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.
Katherine Stahl, 02.26.15
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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. (2013, Oct./Nov.) Using your RTI model to differentiate and support the ELA
Common Core Learning Standards. Plenary speaker for statewide workshop series cosponsored by NYS RTI Technical Assistance and NYS Council for Exceptional Children;
Albany, Buffalo, New Rochelle, NY. http://www.nysrti.org/page/past-on-site-trainings/
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
Katherine Stahl, 02.26.15
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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.
Stahl, K. A. D. (2005, August). Conversation that fosters comprehension, concept development,
and critical literacy. Plenary address presented at the Chancellor’s Summer Academy,
Champaign, IL.
Stahl, K. A. D. (2005, July). Weeklong strand: Using assessment to inform instruction.
Chancellor’s Summer Academy, Champaign, IL.
Stahl, K. A. D. (2005, March). From change to phantasmagoria: Vocabulary instruction that
increases students’ understanding of their world. Address presented at the meeting of
the Michigan Reading Council, Grand Rapids, MI.
Stahl, K. A. D. (2005, February). From change to phantasmagoria: Vocabulary instruction that
increases students’ understanding of their world. Address presented at the Urbana
School District Research Conference, Urbana, IL.
Stahl, K. A. D. (2005, February). Effective comprehension strategy instruction. Paper presented
at the meeting of the East Central Illinois Reading Council, Champaign, IL.
Stahl, K. A. D. (2003, July). Comprehension instruction in the primary classroom. Paper
presented at the Georgia Department of Education REA Best Practices Institute, Monroe,
GA.
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Stahl, K. A. D. (2003, July). Vocabulary development and word walls in the primary classroom.
Address presented at the Georgia Department of Education REA Best Practices Institute
Statesboro, GA.
Stahl, K. A. D. (2003, July). Strategic read-alouds to build vocabulary in the Pre-K setting.
Address presented at the Georgia Department of Education REA Best Practices Institute,
Statesboro, GA.
Stahl, K. A. D. (2003, July). Enhancing comprehension instruction for early learners. Paper
presented at the Georgia Department of Education REA Best Practices Institute,
Savannah, GA.
Stahl, K. A. D. (2003, June). Comprehension strategy instruction: A classroom curriculum
approach. Paper presented at the Florida Department of Education REA Institute,
Tallahassee, GA.
Stahl, K. A. D. (2002, February). Making powerful text selections for the beginning reader.
Paper presented at the Michigan Reading Recovery Conference, Grand Rapids, MI.
Stahl, K. A. D. (2001, December). Making powerful text selections for comprehension
development. Paper presented at the Georgia Department of Education REA Best
Practices Institute, Atlanta, GA.
Stahl, K. A. D. (2000, March). Reading After Hours: A program for improving the home-school
connection. Paper presented at the meeting of the Southeastern Regional International
Reading Association, Savannah, GA.
Stahl, K. A. D. (1998, October). Making reading click using Fluency-Oriented Reading
Instruction. Paper presented at the meeting of the Florida Reading Association,
Jacksonville, FL.
Stahl, K. A. D. (1998, February). Adapting the Observation Survey for classroom assessment.
Address presented at the Clarke County Language Arts Conference, Athens, GA.
Professional Service
National--State Panels and Boards
Invited Panel Member, New York State Education Department English Language Arts
Advisory Panel, 2011Secretary/Treasurer, International Reading Association Foundation Board, 2010-11.
Invited Member, International Reading Association Response To Intervention
Commission, 2009-12
Invited Panel Member, National Assessment of Educational Progress (NAEP)
Reading Framework Comparison Expert Panel, 2007
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Editorial
Section Editor, The Reading Teacher, “Research into Practice,” Vol. 65-68, 2010-2015
Editorial Review Board, Reading Research Quarterly, 2013Editorial Review Board Member, The Elementary School Journal, 2010-2013
Editorial Review Board Member, Reading and Writing Quarterly, 2008-2012
Guest Reviewer, Research in the Teaching of English, 2007-2011
Editorial Review Board Member, The Reading Teacher, 1997-present
Editorial Review Board Member, Literacy Teaching and Learning: An International
Journal of Early Literacy, 1999-2004
Editorial Review Board Member, Maintaining Momentum, Rigby Books, 2003
Educator Advisory Panel, Golden Books, 1997-99
Guest Reviewer, Reading and Writing: An Interdisciplinary Journal, 2014
Guest Reviewer, Journal of Literacy Research, 2014
Guest Reviewer, Urban Education, 2012
Guest Reviewer, Early Childhood Research Quarterly, 2011
Guest Reviewer, Review of Educational Research, 2010
Guest Reviewer, Reading Research Quarterly, 2008, 2013
Guest Reviewer, Research in the Teaching of English, 2007-2011
Other Academic Activities
West Chester University Professional Education Advisory Council, 2014Board member, Jeanne C. Chall Endowment Advisory Board, 2013Co-chair: Northeast Region, Field Council, Literacy Research Association, 2013-2016.
Area Chair, Early and Elementary Literacy Processes, Literacy Research Association,
2011-2013
Area Chair, In-service teacher education/professional development in literacy, National
Reading Conference, 2009-2011
Panel Member, Public Education and Business Coalition, 2008
Steering Committee Member, National Reading Conference Ethics ICG, 2007-2009
Committee Member, International Reading Association Studies and Research Grant
Subcommittee, 2005-present
American Educational Research Association, Learning and Instruction Division,
Reviewed Proposals for the Annual Meeting, 2005, 2006
Committee Member, International Reading Association Citation of Merit, 2005-2006
National Reading Conference, Professional Education Division, Reviewed
Proposals for the Annual Meeting of the National Reading Conference, 20042010
Media Awards Committee Member, International Reading Association, 2003-05
Center for the Improvement of Early Reading Achievement Summer Institute –
Facilitator, 2000-04
Consultations-Advisory Panels
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Literacy Adviser, Measurement Inc. System of Sustainable Excellence, 2013-2014
Literacy Adviser, Autism Spectrum Disorder Nest Program, New York City Department
of Education, 2011-2012
Response to Intervention Task Force, New York City Department of Education, 20102011
Expert Consultant (2009-10). Development of an Interactive, Multimedia Assessment of
Teacher’s Knowledge of Early Reading. IES grant (Joanne Carlisle, Principal
Investigator).
Advisory Committee Member, New York City Department of Education, English
Language Arts (ELA) Scope and Sequence Advisory Group, 2008
Advisory Committee Member, New York Department of Education, Special
Education Response to Intervention Pilot Project, 2007-08
Consultant, Laureate International University, Curriculum development for Master’s
Degree in Education program, 2007-08
Alaska Teacher Education Project, August 2004
Iowa State Department of Education: Every Child Reads, July 2004
Pacific Region Educational Laboratory, PREL P-Child Project, June 2004
University Service
Task Force Member, MAT Program 2015
Advisory Panel Member, Online Tutoring Certification Program- 2014-2015
Teaching and Learning Promotion and Tenure Committee, 2013-Present
Search Committee Member, Special Education, 2014-2015
Search Committee Member, Multilingual and Multicultural S, 2012
Liaison and Advocate, Constantine Georgiou Library and Resource Center for Children
and Literature, 2009-2013
Committee Member, Dean’s Advisory Group on Teacher Education, 2008
Committee Member, Doctoral Committee, 2008-2010
Search Committee Member, English Education, 2007-2008
Committee Member, Teaching and Learning Curriculum Task Force, 2007
Search Committee Member, Early Childhood, 2007
Search Committee Member, Literacy, 2007
Committee Member, Childhood-Early Childhood Task Force, 2006
Planning Committee, Steinhardt School of Education Sponsored Conference
Response to Intervention: What, Why and How Valid Is It? 2006
Co-Director, University of Illinois Chancellor’s Summer Academy, 2005
Committee Member, University of Illinois College of Education Undergraduate Awards
Committee, 2005-2006
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Current Professional and Academic Association Memberships
International Literacy/Reading Association
Literacy Research Association/ National Reading Conference
Reading Recovery Council of North America
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Recent School Consultations
Bronx Charter School for the Arts
Hunts Point (Bronx), NY
2009-Present Response to Intervention Implementation in Literacy
PS 230
Morris Heights (Bronx)
2009-2013 Response to Intervention Implementation in Literacy
Marshall Kindergarten Center/Franklin Elementary School
Hempstead, NY
2011-Present Response to Intervention Implementation in Literacy
Louis Armstrong Elementary School (PS 143)
Queens, NY
Nov. 2012 –March 2013 Words Their Way Developmental Word Study in Grades K-3
Oct. 2013 Words Their Way Developmental Word Study in Grades 4-5
Mott Haven Charter School
Mott Haven (Bronx), NY
June –September 2013 CCLS ELA Curriculum Alignment
Williamsville School District (Williamsville, NY)
January 2014 CCLS and RTI Alignment: Administrators
March 2014 CCLS and RTI Alignment: Literacy Interventionists and Special Educators
(K-8)
May 2014 CCLS and RTI Alignment: Classroom Teachers
August 2014 Summer Institute: Assessment for the Interventionist and Special Educator
March 2015: Teaching is the Core Grant—Development and Piloting District-wide
Literacy Assessment System; RTI Decision Tree and Data Meeting Procedures
Orchard Park School District (East Aurora, NY)
March 2014 CCLS and RTI Alignment
July 2014 Summer Institute: Assessment for the Interventionist and Special Educator
Oct./Nov 2014: Teaching is the Core Grant—Assessment Audit Analysis Consultant
March 2015: Teaching is the Core Grant---Assessment System Development
Cazenovia School District (Cazenovia, NY)
Sept. 2014-Dec. 2014 On-line Book Club Professional Learning Community based on
Reading Assessment in an RTI Framework (Stahl & McKenna, 2013)
October 2014 RTI and CCLS: Connecting the Dots to See the Big Picture
Regional Workshops
Southern Westchester BOCES
March 2014 Integrating RTI and CCLS in ELA
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January 2015 Beyond Close Reading: Shared Reading Techniques that Enhance
Comprehension and Engagement
January 2015 Differentiation in the Literacy Classroom: Meeting the Needs of Struggling
Readers
Nassau BOCES
October 2014 RTI and CCLS: Connecting the Dots to See the Big Picture
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