David+Kamil

Michael L. Kamil By David Fisher A Professor of Education at Stanford University that focuses on a suitable balance between literacy and technology. He is involved in research associated with first and second-language learners. He chaired the Framework Committee for the 2009 National Assessment of Educational Progress for Reading. Dr. Kamil has chaired other committees like the National assessment of Educational Progress framework Committee. He consulted the Early Childhood Educator Professional Development Program. He was a member of the National Literacy Panel for Language Minority Youth, as well as, a member of the National Reading Panel, the RAND Reading Study Group. He has reviewed for Educational Researcher, Journal of Educational Psychology, Reading Research Initiative Proposals reviewed, and others. He has edited, authored or co-authored over 100 books, chapters, and journal articles and continues to do so. He co-authored, with Elfrieda Heibert, //Vocabulary Assessment: What We Know and What We Need to Learn//, takes the approach of vocabulary and it relationship to comprehension. It also addresses instruction and assessment lacking in effectiveness. Vocabulary needs to be taught not through tradition and economy of time but through reading comprehension. ** Email Address ** ** mkamil@stanford.edu **
 * Selected Publications: **
 * Salinger, T., Kamil, M. L., Kapinus, B., & Afflerbach, P. (In Press). Development of a new framework for the NAEP reading assessment. //53rdYearbook of the National Reading Conference//. Oak Creek, WI: National Reading Conference.
 * Bernhardt, E.B., Rivera, R.J., & Kamil, M. L. (2004). The practicality and efficiency of web-based placement testing for college-level programs. //Foreign Language Annals, 37,// 356-366.
 * Kamil, M. L. (2004). The current state of quantitative research. //Reading Research Quarterly, 39//, 100-107.
 * Kamil, M. L. (2002). The future of reading and learning to read. //Insight//, //2//, 5-27
 * Software **
 * Kamil, M. L. (2003). First language literacy perspective. In S. Pinnegar, A. Teemant, & S. Tyra (Eds.), //The early childhood literacy case: A video ethnography of balanced literacy approaches for second language students// [CD-ROM]. Provo, UT: Brigham Young University
 * Degrees: **
 * PhD, University of Wisconsin-Madison, 1969
 * MA, University of Wisconsin-Madison, 1967
 * BA, Tulane University, 1964
 * Awards:  **
 * Oscar Causey Award, 2006
 * Ed Fry Book Award, 2004
 * Albert J. Kinston Award, 1989
 * Milton Jacobson Readability Research Award, 1983