Timothy+Shanahan

** Timothy Shanahan  ** Submitted by Gicela Ornelas Dr. Shanahan a former first grade teacher is a professor at the University of Illinois at Chicago (UIC) of Urban Education. He is the director of the UIC Center for Literacy and coordinator of graduate programs reading, writing, and literacy. In 2006-2007 he served as the president of the International Reading Association. He has served as Chair in the National Literacy Panel. He received the Albert J. Harris Award for Outstanding Research on Reading Disability and the Milton D. Jacobson Readability Research Award fro the International Reading Association. He served on the National Reading Panel, a group convened by the National Institute of Child Health and Development at the request of Congress to determine what research says about reading. The report that resulted became the basis of federal education policy (Reading FIRST). He is a member of the American Educational Research Association, National Council on Research in Language and Literacy, National Council of Teachers of English, National Reading Conference, and the Society for the Study of Reading. Dr. Shanahan co-designed Project FLAME, a family literacy program for Latino immigrants, which has been acknowledged as an Academic Excellence designation from the U.S. Department of Education. He serves in the Board of Directors of the National Family Literacy Center. He has served as the editor of the Yearbook of the National Reading Conference and formerly Associate Editor of the Journal of Reading Behavior. He has served as Director of Reading for the Chicago Public Schools. His research focuses on the relationship of reading and writing, the assessment of reading ability, family literacy, and school improvement. He has published more than 100 articles, chapters, and books on these topics. Dr. Shanahan received his Ph.D. in Education from the University of Delaware in 1980. v  http://www.reading.org/downloads/resources/board/t_shanahan.pdf v  http://www.childrenofthecode.org/interviews/shanahan.htm v  http://www.readingonline.org/critical/shanahan/panel.html v  http://www.nga.org/portal/site/nga/menuitem.9123e83a1f6786440ddcbeeb501010a0/?vgnextoid=3951303cb0b32010VgnVCM1000001a01010aRCRD v  http://www.uic.edu/educ/cfl/indextim.html v  http://www.aeispeakers.com/speakerbio.php?SpeakerID=1723 v  http://education.uic.edu/directory/faculty_info.cfm?netid=shanahan
 * National Literacy Panelist Profile **
 * Major Study **
 * Title ** : Reading Recovery: An Independent Evaluation of the Effects of an Early Instructional Intervention for At-Risk Learners
 * Source ** : __Reading Research Quarterly__, v30 n4 p958-96 Oct-Dec 1995
 * Abstract ** : Provides independent analysis of the extant evaluations of Reading Recovery. Finds that students make greater than expected gains in reading, effects comparable to those accomplished by other effective educational interventions; and that programs are less effective in maintaining student gains and more costly than has been claimed. The study offers recommendations for program monitoring and for encouraging innovations to lower cost.
 * Research Studies **
 * Title ** :Reading-writing relationships, thematic units, inquiry learning…In pursuit of effective integrated literacy instruction
 * Source ** : __Reading Teacher__, v51 n1 p12-19 Sep 1997
 * Abstract ** : This study reviewed research and raised questions about instruction that integrates reading and writing or that focuses on thematic units. A well planned thematic unit can help students gain value and understanding. Integration of instruction is a hopeful notion that promises greater unity and attachment. Integrated instruction works best when there are clearly specified outcomes that take advantages of the best and most rigorous thinking of the disciplinary field. Integration of instruction works best when it makes children conscious of the connection made of the differences that exist across disciplines. Integration of instruction works at it best when the context of meaning, and given the students the opportunity for instruction, guidance, and practice to allow them to become accomplished.
 * Title ** : The National Reading Panel Report. Practical Advice for Teachers
 * Source ** : Learning Point Association/North Central Regional Educational Laboratory (NCREL). P48
 * Abstract ** : Research has shown that students can be taught to comprehend the material better while they are reading. Successful instruction of this type has usually focused on the teaching of comprehension strategies. Some strategies that have been successfully taught include summarization, questioning, story maps, comprehension monitoring, and graphic organizers; however, the teaching of the combined use of multiple strategies has been most effective in improving reading.
 * Title ** : Research-Based Reading Instruction: Myths about the National Reading Panel Report
 * Source ** : __Reading Teacher__, v56 n7 p646-55 Apr 2003
 * Abstract ** : Discusses how the National Reading Panel (NRP) report has become the basis for the push for research-based reading instruction as well as the source of a great deal of controversy and debate. Summarizes the NRP report and responds to 10 myths that have arisen in the hopes of clarification. Concludes that it would be best if educators and policymakers read the NRP report themselves and drew their own conclusions.
 * Title ** : Conversations: Literacy Research that makes a Difference
 * Source ** : __Reading Research Quarterly__, v32 n2 p202-10 Apr-Jun 1997
 * Abstract ** : Proposes a list of studies that have influenced instructional practice. Considers how literacy instruction has changed. Discusses the role of literacy research in instruction.
 * Title ** : Avoiding Some of the Pitfalls of Thematic Units (Integrating Curriculum)
 * Source ** : __Reading Teacher__, v48 n8 p718-19 May 1995
 * Abstract ** : Explores problems that sometimes arise with instruction organized around thematic units and suggests practical ways of resolving them.
 * Title ** : Laying the Groundwork for Literacy
 * Source ** : __Educational Literacy__, v61 n6 p74 Mar 2004
 * Abstract ** : The National Literacy Panel (NELP) was created to provide a research synthesis on early literacy development and to evaluate the role of teachers and families in supporting children's language and literacy development. The skills identified by NELP in literacy development are presented.
 * Title ** : Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy
 * Source ** : __Harvard Educational Review__, v78 n1 p40-59 Spr2008
 * Abstract ** : "Disciplinary literacy"--advanced literacy instruction embedded within content-area classes such as math, science, and social studies--should be a focus of middle and secondary school settings. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.
 * Web Links **