Showing posts with label Timothy Shanahan Information. Show all posts
Showing posts with label Timothy Shanahan Information. Show all posts

Wednesday, February 13, 2008

Shanahan Receives Presidential Nomination


Yesterday President Bush sent nominations for membership on the Advisory Board of the National Institute for Literacy. I was pleased to be included on that list. My nomination is a renomination as I have been serving out a partial term for about a year now. This panel gives guidance to the National Institute for Literacy (an interagency group of the Departments of Education, Health and Human Services, and Labor) specifically, and to the federal government generally, on literacy policy. Thanks, Mr. President.

Now the nomination goes to the U.S. Senate and they vote on whether they want me to take this role.



Here is the press release from the White House:

NOMINATIONS SENT TO THE SENATE:Whitehouse.gov (press release) - Washington,DC,USATimothy Shanahan, of Illinois, to be a Member of the National Institute for Literacy Advisory Board for a term expiring November 25, 2010. ...

Friday, January 4, 2008

Timothy Shanahan's VITA

January 4, 2008

VITA

TIMOTHY SHANAHAN


PERSONAL INFORMATION
Office Address:
University of Illinois at Chicago
Center for Literacy (m/c 147)
1040 W. Harrison
Chicago, Illinois 60607

Office Phone: (312) 413-1914

EDUCATIONAL BACKGROUND
Ph.D. University of Delaware Reading Education 1980
M.A.T. Oakland University Reading Education 1974
B. A. Oakland University Social Science-History 1972

PROFESSIONAL EXPERIENCE
Professor, College of Education, University of Illinois at Chica­go, (Assistant Professor, 1980–86; Associate Professor, 1986–1991), 1991–

Director, Center for Literacy, University of Illinois at Chicago, 1991–

Executive Director, Chicago Reading Initiative, Chicago Public Schools, 2001–2002.

Supervisor of Summer Clinical Programs, College of Education, University of Delaware, 1979.

Director of Reading, Upward Bound-College Try, University of Delaware, 1976–78.

Research/Teaching Assistant, College of Education, University of Delaware, 1975–80.

Instructor (part time), College of Education, Oakland University, 1975.

Reading Specialist, Swartz Creek Community Schools, Swartz Creek, Michigan, 1974–75.

Teacher, First and Third Grades, Holly Area Schools, Holly, Mich­igan, 1972–74.

PUBLICATIONS

Books and Monographs:
August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth. New York: Routledge.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners. Mahwah, NJ: Lawrence Erlbaum Associates.

Shanahan, T. (2005). The National Reading Panel Report: Practical advice for teachers. Naperville, IL: Learning Point Associates.

Beach, R.; Green, J.; Kamil, M. L., & Shanahan, T. (Eds.). (2005). Multidisciplinary perspec­tives on liter­acy research. Cresskill, NJ: Hampton Press.

Shanahan, T. (Ed.). (1994). Teachers Thinking, Teachers Knowing. Urbana, IL: Na­tional Con­ference on Research in English, & National Council of Teachers of Eng­lish.

Shanahan, T., & Kamil, M. L. (1994). Academic Research Libraries. Urbana, IL: Center for the Study of Reading, & Na­tional Confer­ence on Research in English.

Beach, R.; Green, J.; Kamil, M. L., & Shanahan, T. (Eds.). (1992). Multidisciplinary perspec­tives on liter­acy research. Urbana, IL: National Conference on Research in English.

Shanahan, T. (Ed.). (1990). Reading and writing together: New perspec­tives for the class­room. Nor­wood, MA: Christopher Gordon.

Kamil, M. L.; Langer, J.; & Shanahan, T. (1985). Understanding reading and writing re­search. Bos­ton: Allyn & Bacon.

Pikulski, J. J. & Shanahan, T. (Eds.). (1982). Approaches to the infor­mal evaluation of read­ing. New­ark, DE: International Reading Association.

Refereed Journal Articles:
Shanahan, T., & Shanahan, C. (In press). Preparing teachers to teach disciplinary literacy. Harvard Education Review.

Shanahan, T. (2003). Research-based reading instruction: Myths about the National Reading Panel report. Reading Teacher, 56, 646–655.

Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287.

Izzo, C., Weiss, L., Shanahan, T., & Rodriguez-Brown, F. (2000). Parental self-efficacy and social support as predictors of parenting practices and children’s socioemotional adjustment in Mexican immigrant families. Journal of Prevention & Intervention in the Community, 20, 197–213.

Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Pychologist, 35, 39–51.

Pearson, P. D., & Shanahan, T. (1998). The reading crisis in Illinois: A ten year retrospective of IGAP. Illinois Reading Council Journal, 26(3), 60–67.

Shanahan, T. (1998). Twelve studies that have influenced K–12 reading instruction. Illinois Reading Council Journal, 26 (1), 42–50.

Shanahan, T. (1997). Reading-writing relationships, thematic units, inquiry learning… In pursuit of effective integrated instruction. The Reading Teacher, 51, 12–19.
(Reprinted as Shanahan, T. (1998). Relaciones entre lectura y escritura, unidades tematicas, aprendizaje mediante investigacion…En busca de la instruccion eficaz para una alfabetizacion integrada. Lectura y Vida, 19, 17–26.)

Shanahan, T., & Shanahan, S. (1997). Character perspective charting: Helping children to develop a more complete conception of story. The Reading Teacher, 50, 668–677.

Shanahan, T., & Neuman, S. (1997). Research that made a difference revisited. Reading Research Quarterly, 32, 202–211.

Shanahan, T., & Barr, R. (1995). Reading Recovery: An independent evaluation of the effects of an early instructional intervention for at risk learners. Reading Re­search Quarterly, 30, 958–996.

Purves, A. C., Bloome, D., Golden, J. M., Lee, C., Hynds, S., Pressley, M., & Shana­han, T. (1995). Viewpoints: A symposium on the usefulness of literacy research. Re­search in the Teaching of English, 29, 326–348. (Edited by A. L. Saks.)

Shanahan, T., Mulhern, M., & Rodriguez-Brown, F. (1995). Project FLAME: A lit­er­acy program for language minority families. The Reading Teacher, 48, 586–593.
(Reprinted in L. M. Morrow, S. B. Neuman, J. R. Paratore, & C. Harrison (Eds.), Parents and literacy, (pp. 40-47). Newark, DE: International Reading Association, 1995).

Shanahan, T., Robinson, B., & Schneider, M. (1995). Avoiding some of the pit­falls of thematic units. The Reading Teacher, 48, 718–719.
(Reprinted in M. Opitz (Ed.), Teaching reading: A cultural perspective. Newark, DE: International Reading Association).

Shanahan, T. (1994). Assumptions underlying educational intervention research: A commentary on Harris and Pressley. Educational Psychology Review, 6, 255–262.

Shanahan, T., Robinson, B., & Schneider, M. (1994). Black History Month resolutions: Fifth graders construct their heritage. The Reading Teacher, 47, 660–662.

Shanahan, T., Robinson, B., & Schneider, M. (1993). Integration of curriculum or inter­action of people? The Reading Teacher, 47, 158–161.

Ferroli, L., & Shanahan, T. (1993). Voicing in Spanish and English knowledge transfer. In D. Leu & C. Kinzer, (Eds.), Examining central issues in literacy research, the­ory, and practice. (Forty-second Yearbook of the National Reading Conference, pp. 413–418). Chicago: Na­tional Reading Conference.

Kamil, M. L., & Shanahan, T. (1991). Academic libraries and research in the teaching of English. In S. McCormick & J. Zutell (Eds.), Learner factors/teacher factors: Is­sues in literacy re­search and instruction. (Fortieth Yearbook of the National Reading Conference, pp. 83–90). Chicago: Na­tional Reading Conference.

Shanahan, T. (1991). New literacy goes to school: Whole language in the classroom. Educational Ho­rizons, 69, 146–151.

Cox, B. E., Shanahan, T., & Tinzman, M. (1991). Children’s knowledge of organiza­tion, cohesion, and voice. Research in the Teaching of English, 25, 179–218.

Shanahan, T., & Tierney, R. J. (1990). Reading-writing connections: The relations among three re­search traditions. In J. Zutell & S. McCormick (Eds.), Literacy the­ory and research: Analyses from multiple paradigms. (Thirty-ninth Yearbook of the Na­tional Reading Confer­ence, pp. 13–34). Chicago, IL: National Reading Con­ference.

Cox, B. E., Shanahan, T., & Sulzby, E. (1990). Good and poor elementary readers’ use of cohesion in writing. Reading Research Quarterly, 25, 47–65.

Gregory, J. F.; Shanahan, T.; & Walberg, H. (1989). High school seniors with special needs: An analy­sis of characteristics pertinent to the school-to-work transition. In­ternational Journal of Educa­tional Re­search, 13 (5), 489–499.

Shanahan, T., & Lomax, R. (1988). A developmental comparison of three theoretical models of the reading-writing relationship. Research in the Teaching of English, 22, 196–212.

Janiuk, D., & Shanahan, T. (1988). Adult literacy and primary grade read­ing instruction. The Reading Teacher, 41, 880–886.

Shanahan, T. (1988). Reading-writing relationships: Seven instructional principles. The Reading Teacher, 41, 636–647. (Reprinted in Florida Reading Quarterly).

Shanahan, T. (1987). A survey of student literacy experiences in a large scale assess­ment. In J. Readence & S. Baldwin (Eds.), Research in Lit­eracy: Merging Per­spec­tives (Thirty-sixth Year­book of the National Reading Conference, pp. 35–44). Roches­ter, NY: National Reading Con­ference.

Ferroli, L., & Shanahan, T. (1987). Kindergarten spelling: Explaining its relationship to first grade reading. In J. Readence & S. Baldwin (Eds.), Research in Literacy: Merg­ing Perspec­tives (Thirty-sixth Year­book of the National Reading Conference, pp. 93–100). Rochester, NY: Na­tional Reading Conference.

Gregory, J. F.; Shanahan, T.; & Walberg, H. (1987). Orthopaedically handicapped stu­dents in pub­lic and private high schools. The Exception­al Child, 34 (2), 1–8.

Shanahan, T. (1987). Shared knowledge of reading and writing. Reading Psychology, 8, 93–102.
Gregory, J.; Shanahan, T.; & Walberg, H. (1987). A descriptive profile of mainstreamed orthopedi­cally handicapped tenth graders. Journal of Re­search and Development in Education, 20, 49–56.

Shanahan, T. (1986). Predictions and the limiting effects of preques­tions. In J. Niles & R. Lalik (Eds.), Solving problems in literacy: Learners, teachers, and researchers, (Thirty-fifth Year­book of the Na­tional Reading Conference, pp. 92–98). Rochester, NY: National Reading Con­ference.

Shanahan, T. & Lomax, R. (1986). An analysis and comparison of theoreti­cal models of the read­ing-writing relationship. Journal of Educational Psychology, 78, 116–123.

Shanahan, T. (1986). The reading-writing relationship: Myths and reali­ties. Wisconsin State Reading Association Journal, 30, 9–18.

Gregory, J. F.; Shanahan, T.; & Walberg, H. J. (1986). A profile of learning disabled twelfth grad­ers in regular classes. Learning Disabil­ity Quarterly, 9, 33–42.

Shanahan, T., & Walberg, H. J. (1985). Productive influences on high school achieve­ment. Jour­nal of Educational Research, 78, 357–363.
(Reprinted in Educational Excellence Network, 1985, 4, (no. 5), 15–21.

Gregory, J. F.; Shanahan, T.; & Walberg, H. J. (1985). Learning disabled 10th graders in main­streamed settings: A descriptive analysis. Remedial and Special Education, 6, 25–34.

Gregory, J. F.; Shanahan, T.; & Walberg, H. J. (1985). A descriptive analysis of high school sen­iors with speech disabilities. Journal of Communication Disorders, 18, 295–304.

Gregory, J. F.; Shanahan, T.; & Walberg, H. J. (1985). A national survey of main­streamed hearing im­paired high school sophomores. Journal of Rehabilitation, 51, 55–58.

Gregory, J. F.; Shanahan, T.; & Walberg, H. J. (1985). Profile of speech- disabled sophomores. Ameri­can Rehabilitation, 11, 9–15, 32.

Shanahan, T., & Kamil, M. L. (1984). The relationship of the concurrent and construct validities of cloze. In J. A. Niles, & L. A. Harris (Eds.), Changing perspectives on re­search in read­ing/language processing and instruction. (Thirty-third Yearbook of the National Reading Con­fer­ence, pp. 252–256). Rochester, NY: National Read­ing Conference.

Shanahan, T. (1984). The reading-writing relation: An exploratory multi­variate analysis. Journal of Educational Psychology, 76, 466–477.

Gregory, J. F.; Shanahan, T.; & Walberg, H. J. (1984). Mainstreamed hear­ing-impaired high school seniors: A re-analysis of a national survey. American Annals of the Deaf, 129, 11–16.

Walberg, H. J., & Shanahan, T. (1983). High school effects on individual students. Educational Re­searcher, 12, (7), 4-9.

Shanahan, T., & Hogan, V. (1983). Parent reading style and children's print awareness. In J. A. Niles & L. A. Harris (Eds.), Searches for meaning in reading/language proc­essing and in­struction. (Thirty-second Yearbook of the National Reading Confer­ence, pp. 212–217). Roch­ester, NY: National Reading Conference.

Shanahan, T., & Kamil, M. L. (1983). A further comparison of sensitivity of cloze and recall to passage organization. In J. A. Niles & L. A. Harris (Eds.), Searches for meaning in read­ing/language processing and instruction. (Thirty-second Year­book of the National Reading Confer­ence, pp. 123–128). Rochester, NY: National Reading Conference.

Shanahan, T. & Kamil, M. L. (1982). The sensitivity of cloze to passage organization. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research and instruc­tion. (Thirty-first Yearbook of the Nation­al Reading Conference, pp. 204–208). Rochester, NY: National Read­ing Confer­ence.

Shanahan, T. (1982). How do we motivate reading comprehension? Reading World, 22, 111–118.
Shanahan, T., Kamil, M. L., & Tobin, A. W. (1982). Cloze as a measure of intersenten­tial com­prehen­sion. Reading Research Quarterly, 17, 229–255.

Shanahan, T. (1980). The impact of writing instruction on learning to read. Reading World, 19, 357–368.

Shanahan, T. (1980). Three explanations of reading disability. In M. L. Kamil & A. J. Moe (Eds.), Per­spectives on reading research and instruc­tion. (Twenty-ninth Year­book of the National Read­ing Conference, pp. 301–308). Washington, D. C.: National Reading Conference.

Pikulski, J. J. & Shanahan, T. (1980). A comparison of various approaches to evaluating phonics. Read­ing Teacher, 33, 692–702.

Cassidy, J. & Shanahan, T. (1979). Survival skills: Some considerations. Journal of Reading, 23, 136–140.

Shanahan, T. (1979). The writing crisis: A survey and solution. Phi Delta Kappan, 61, 216–217.

Shanahan, T. (1977). Writing marathons and concept development. Language Arts, 54, 403–405.

Chapters:
Shanahan, C., & Shanahan, T. (2008). Content area reading/learning: Flexibility in knowledge acquisition. In K. Cartwright (Ed.), Flexibility in literacy processes and instructional practice: Implications of developing representational ability for literacy teaching and learning. New York: Guilford Publications.

August, D., & Shanahan, T. (2008). Introduction and methodology. In D. August, & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 1-18). New York: Routledge.

Lesaux, N. K., Geva, E., Koda, K. Siegel, L. S., & Shanahan, T. (2008). Development of literacy in second-language learners. In D. August, & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 27-60). New York: Routledge.

August, D., Beck, I. L., Calderón, M., Francis, D. J., Lesaux, N. K., Shanahan, T., Erickson, F., & Siegel, L. S. (2008). Instruction and professional development. In D. August, & T. Shanahan (Eds.), Developing reading and writing in second-language learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 131-250). New York: Routledge.

Shanahan, T., & Beck, I.L. (2006). Effective literacy teaching for English-Language Learners. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 415–488). Mahway, NJ: Lawrence Erlbaum Associates.

August, D., & Shanahan, T. (2006). Introduction and methodology. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 1–42). Mahway, NJ: Lawrence Erlbaum Associates.

Lesaux, N.K., Koda, K., Siegel, L.S., & Shanahan, T. (2006). Development of literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 75–122). Mahway, NJ: Lawrence Erlbaum Associates.

August, D., & Shanahan, T. (2006). Synthesis: Instruction and professional development. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 351–364). Mahway, NJ: Lawrence Erlbaum Associates.

Shanahan, T. (2006). The shift from polarization in reading: Relying on research rather than compromise. In K.A. Dougherty Stahl & M. McKenna (Eds.), Reading research at work (pp. 76–84). New York: Guilford Press.

Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171—186). New York: Guilford.

Shanahan, T. (2006). Teaching fluency in the context of effective literacy instruction. In T. Rasinski, C. Bachowicz, & K. Lems (Eds.), Fluency theory, fluency research (pp. 21–38). New York: Guilford Publications.

Shanahan, T. (2006). Where does writing fit in Reading First? In. C. Cummins (Ed.), Understanding and implementing Reading First initiatives (pp. 106–115). Newark, DE: International Reading Association.

Shanahan, T. (2005). Gaining perspective through science: A history of research synthesis in reading. In T. Trabasso, J. Sabatini, D. Massaro, & R. C. Calfee, (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 193–211). Mahwah, NJ: Erlbaum.

Shanahan, T. (2005). Modes of inquiry in literacy studies and issues of philosophy of science In R. Beach, J. Green, M. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy. Mahwah, NJ: Erlbaum.

Shanahan, T. (2004). Overcoming the dominance of communication: Writing to think and to learn. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 59–74). New York: Guilford.

Shanahan, T. (2004). Improving reading achievement in high school and middle school: Structures and reforms. In D. Alvermann & D. S. Strickland (Eds.), Bridging the achievement gap: Improving literacy for pre-adolescent & adolescent learners grades 4–12 (pp. 43–55). New York: Teachers College Press.

Shanahan, T. (2004). Critiques of the National Reading Panel Report: Their implications for research, policy, and practice. In P. McCardle & V. Chabra (Eds), Voice of evidence in reading research (pp. 235–266). Baltimore: Paul H. Brookes Publisher.

Shanahan, T. (2002). Research synthesis: Making sense of the accumulation of knowledge in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Methods of literacy research (pp. 133–150). Mahwah, NJ: Erlbaum.

Shanahan, T. (2001). Improving reading education for low-income children. In G. Shiel & U.N. Dhálaigh (Eds.), Reading matters: A fresh start (pp. 157–165). Dublin, Ireland: Reading Association of Ireland/National Reading Initiative.

Shanahan, T. (2000). Synthesizing reading research. In M. L. Kamil, P. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (vol. 3). Mahwah, NJ: Erlbaum.

Shanahan, T. (2000). Reading-writing relationships, thematic units, inquiry learning… In
pursuit of effective integrated literacy instruction. In N. D. Padak, T. V. Rasinski, J. K. Peck, B. W. Church, et al. (Eds.), Distinguished Educators on Reading: Contributions that have shaped effective literacy instruction (pp. 305-316). Newark, DE: International Reading Association.

Shanahan, T. (1998.) Readers’ awareness of author. In R. C. Calfee & N. Spivey (Eds.), The reading-writing connection. Ninety-seventh Yearbook of the National Society for the Study of Education (part II, pp. 88–111). Chicago: NSSE.

Shanahan, T. (1998). On the effectiveness and limitations of tutoring in reading. Review of Research in Education, 23, 217–234.

Shanahan, T. (1998). Readers’ awareness of author. In R. C. Calfee & N. Spivey (Eds.), The reading-writing connection. Ninety-seventh Yearbook of the National Society for the Study of Education (part II, pp. 88–111). Chicago: NSSE.

Shanahan, T. (1992). Towards a more complete literacy: Reading and writing connec­tions. In C. Gor­don, G. Labercane, & W. McEachern (Eds.), Elementary reading: Process and practice, (pp. 263–273). Needham, MA: Ginn Press.

Shanahan, T. (1992). Reading comprehension as a dialogic process. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy: Cognitive research and in­struc­tional innova­tion (pp. 129–148). New York: Aca­demic Press.

Shanahan, T. (1992). Modes of inquiry in literacy studies and issues of philosophy of sci­ence: Towards an understanding. In R. Beach, J. Green, M. L. Kamil, & T. Sha­na­han. (Eds.), Mul­tidiscipli­nary perspec­tives on literacy research (pp. 111–124). Ur­bana, IL: National Confer­ence on Re­search in English.

Tierney, R., & Shanahan, T. (1991). Reading-writing relationships: Proc­esses, transac­tions, out­comes. In P. D. Pearson, R. Barr, M. Kamil, & P. Mosenthal (Eds.), Hand­book of Reading Research (pp. 246–280). New York: Longman.

Shanahan, T. (1990). Reading and writing together: What does it really mean? In T. Shanahan (Ed.), Reading and writing together: New perspec­tives for the class­room, (pp. 1–18). Nor­wood, MA: Christopher Gordon.

Shanahan, T. (1989). New conceptions of reading for basic skills assess­ment. In R. T. Alpert, W.P. Gorse, & R. G. Allan, (Eds.), Assessing basic academic skills in higher education. Hillsdale, NJ: Erlbaum.

Shanahan, T. (1983). The informal reading inventory and the instructional level: The study that never took place. In L. Gentile, M. L. Kamil, & J. Blanchard (Eds.), Read­ing research revis­ited, (pp. 577–580). Colum­bus, OH: Merrill.

Pikulski, J. J., & Shanahan, T. (1982). Informal reading inventories: A critical analysis. In J. J. Pikulski & T. Shanahan (Eds.), Approaches to the informal evaluation of reading, (pp. 94–116). New­ark, DE: International Reading Association.

Instructional Materials:
Bear, D.R., Dole, J. A., Echevarria, J., Hasbrouck, J. E., Paris, S. G., Shanahan, T., & Tinajero, J. V. (2007). Treasures. New York: Macmillan McGraw-Hill.

Shanahan, T. (2006). AMP reading system. Parsipanny, NJ: Pearson Learning Group. (3 textbooks, 3 teacher guides, 18 literature books, CD-ROM).

Shanahan, T. (2004). Elements of reading: Fluency. Austin, TX: Harcourt Achieve.
Farr, R., Strickland, D., Abrahamson, R., Irwin, J., Kutiper, K., Ogle, D., Shanahan, T., & Smith, P. (1992, 1995). Treasury of Literature. Orlando, FL: Harcourt Brace. (15 textbooks, and 9 teacher's guides, K-8).

Sulzby, E., Hoffman, J., Niles, J., Shanahan, T., & Teale, W. (1989). McGraw-Hill Reading. Oklahoma City: McGraw-Hill. (16 textbooks, 14 workbooks, and 14 teacher's guides, K-8).

Sulzby, E., Hoffman, J., Klein, M., Naylor, K., Niles, J., Shanahan, T., & Teale, W. (1989). McGraw-Hill Integrated Language Arts. Oklahoma City, OK: McGraw-Hill. (11 teacher's guides, K-8).


Other Publications:
Shanahan, T. (2007, April/May). Lessons in the ethics of literacy. Reading Today, 24(5), 18.

Shanahan, T. (2007, April/May). Shanahan responds. Reading Today, 24(5), 19.

Shanahan, T. (2007, February/March). More ideas not everyone will like. Reading Today, 24(4), 18.

Shanahan, T., & Hynd-Shanahan, C. R. (2006, September 5). A good start is not enough: What it will take to improve adolescent literacy. Teachers College Record. http://www.tcrecord.org/Home.asp ID Number: 12696, Date Accessed: 9/11/2006 4:07:15 PM.

Shanahan, T. (2006). Quacking like a duck does not make you a duck: Finding your own voice. In S. B. Wepner & L. B. Gambrell (Eds.), Beating the odds: Getting published in the field of literacy (p. 10). Newark, DE: International Reading Association.

Shanahan, T. (2006, October/November). Of babies and bathwater. Reading Today, 24(3), 16.

Shanahan, T. (2006, October/November). Did you hear the one about…? Reading Today, 24(2), 18.

Shanahan, T. (2006, October/November). Shanahan responds. Reading Today, 24(2), 21.

Shanahan, T. (2006, August/September). Shanahan responds. Reading Today, 24(1), 16.

Shanahan, T. (2006, August/September). The worst confession: Using a scripted text. Reading Today, 24(1), 14.

Shanahan, T. (2006, June/July). Does he really think kids shouldn’t read? Reading Today, 23(6).

Shanahan, T. (2006, February). Update on Reading First. Audio Education Online, http://www.audioed-online.com/Archive/Feb06/updates.asp#playerapp

Boulton, D., & Shanahan, T. (2006, January). An interview with Dr. Timothy Shanahan. Language Magazine, 9(1).

August, D., & Shanahan, T. (2006). Executive summary: Developing literacy in second-language learners. Mahwah, NJ: Lawrence Erlbaum Associates.

Shanahan, T. (2005.) Review of DIBELS: Dynamic Indicators of Basic Early Literacy Skills (6th ed). In R.A. Sipes & B.S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 310–
312). Lincoln, NB: University of Nebraska Press.

Shanahan, T. (2005.) Review of Multiple Assessment Series for the Primary Grades. In Buros Mental Measurement Yearbook. In R.A. Sipes & B.S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 651–653). Lincoln, NB: University of Nebraska Press.

Westberg, L., Shanahan, T., & Uribe, S. (2004). Evidence-based practices for parents to support their children’s reading acquisition. Connecting, 4(1), 8–12.

Raphael, T. E., Gavelek, J., Hynd, C. R., Teale, W. H., & Shanahan, T. (2002). Christmas trees are great, but not as modesl for instructional coherence in literacy. Illinois School Journal, 30 (3), 5–7. (column)

Shanahan, T. (2002). National Reading Panel. Guzzetti, B. (Ed.), Encyclopedia of Literacy (pp. 402–404). Santa Barbara, CA: ABC Clio.

Shanahan, T. (2002). Yearbook of the National Reading Conference. Guzzetti, B. (Ed.), Encyclopedia of Literacy (pp. 400–401). Santa Barbara, CA: ABC Clio.

Shanahan, T. (2001). A conference in search of an agenda. NCRLL, 28 (2), 4–5.

Shanahan, T. (2001). Review of Burns and Roe Informal Reading Inventory. In B. S. Plake, & J. C. Impara (Eds.), The Fourteenth Mental Measurements Yearbook (pp. 196–198). Lincoln, NE: Buros Institute of Mental Measurements.

Shanahan, T. (2001). Review of Reading Evaluation Adult Diagnosis (READ). In B. S. Plake, & J. C. Impara (Eds.), The Fourteenth Mental Measurements Yearbook (pp. 989–991). Lincoln, NE: Buros Institute of Mental Measurements.

Teale, W. H., & Shanahan, T. (2001). Ignoring the myths about fluency. Illinois School Journal, 29(3), 5–8. (column)

Shanahan, T., & Teale, W. H. (2001). You’ll love this editorial—We guarantee it! Illinois Reading Council Journal, 29(2), 5–7. (column)

Shanahan, T., & Teale, W. H. (2001). Getting on board this new comprehension fad. Illinois Reading Council Journal, 29(1), 5–7. (column)

Shanahan, T., & Teale, W. H. (2000). ISAT: Raising reading standards? Illinois Reading Council Journal, 28(3), 5–7.

Teale, W. H., & Shanahan, T. (2000). The grave truth about literature in the elementary school curriculum. Illinois Reading Council Journal, 28(2), 5–6.

Teale, W. H., & Shanahan, T. (2000). Gardening and shopping are really not the same thing at all when it comes to reading programs. Illinois Reading Council Journal, 28(1), 5–7.

Shanahan, T., & Teale, W. H. (1999). On angry mail carriers, professional amnesia, and telling stories that everybody already knows. Illinois Reading Council Journal, 27(4), 5–7.

Shanahan, T., & Teale, W. H. (1999). The truth reading educators and policymakers seem to have forgotten: The team with the highest score at the end wins the game. Illinois Reading Council Journal, 27(3), 5–7.

Shanahan, T., & Teale, W. H. (1999). Learning to accept less than perfection. Illinois Reading Council Journal, 27(2), 5–7.

Teale, & W. H. & Shanahan, T. (1999). What is research-based reading instruction? Illinois Reading Council Journal, 27(1), 5–7.

Teale, & W. H. & Shanahan, T. (1998). Welcome back and thank you. Illinois Reading Council Journal, 26(4), 5–7.

Shanahan, T. (1998). Reading Recovery: Its effectiveness and implications for teacher education. The Literacy Professional, 9 (no. 1), 3. (column)

Shanahan, T., & Barr, R. (1997). A response to Pinnell. Reading Research Quar­terly. (Letter)

Shanahan, T. (1996). Reading. In P. P. Wilson (Ed.), The professional collection for elemen­tary educators, (pp. 40–55). New York: H. W. Wilson. (Bibliography)

Shanahan, T. (1996). Children Learning to Read: International Concerns. Journal of Cur­riculum Studies, 28, 490–491. (Review)

Shanahan, T., & Rodriguez-Brown, F. Making the Grade. Chicago Tribune, December 16, 1995, Section 1, p. 23. (Letter)

Shanahan, T. (1995). Project FLAME. In L. M. Morrow, D. H. Tracey, C. M. Maxwell (Eds.), A survey of family literacy in the United States (pp. 75–76). Newark, DE: International Reading Association. (Abstract)

Lobach, M. R. (1995). Kids explore heritage through writers workshops and profes­sional publication. In T. Shanahan, B. Robinson, & M. Schneider (Eds.), Integrating Curriculum, The Reading Teacher, 48, 522–524. (Column)

Hampton, S. (1994/1995). Children doing the business of schools. In T. Shanahan, B. Robinson, & M. Schneider (Eds.), Integrating Curriculum, The Reading Teacher, 48, 350–353.
Shanahan, T. (1994). Building Communities of Learners. Journal of Reading Behav­ior, 26, 462–464. (Review).

Knight, J. (1994). Learning in a community. In T. Shanahan, B. Robinson, & M. Schneider (Eds.), Integrating Curriculum, The Reading Teacher, 47, 498–499. (Column)

Shanahan, T., & Barr, R., with Blackwell, L., & Burkhardt, A. (1994). Reading Recov­ery: An independent evaluation of the efforts of an early instructional intervention for at risk learn­ers. Oakbrook, IL: North Central Educational Regional Laboratory.

Stotsky, S. (1994). Connecting writing and reading with a civic twist. In T. Shanahan, B. Robinson, & M. Schneider (Eds.), Integrating Curriculum, The Reading Teacher, 47, 172–174. (Column)

Shanahan, T. (1994). Assessment, Theory and Practice. In A. C. Purves (Ed.), Ency­clopedia of English Studies and Language Arts, pp. 93–97. Ur­bana, IL: National Council of Teachers of English & Scholastic.

Shanahan, T. (1994). Cloze Testing. In A. C. Purves (Ed.), Encyclopedia of English Studies and Language Arts, pp. 197–198). Urbana, IL: National Council of Teachers of English.

Shanahan, T., Meehan, M., & Mogge, S. (1994). The "professionalization" of the adult literacy teacher. (NCAL Technical Report TR94-11). Philadelphia: Univer­sity of Pennsylvania, Na­tional Center for Adult Literacy.

Shanahan, T., & Rodriguez-Brown, F. V. (1994). Toward an ethics of family literacy. Berkeley, CA: Center for the Study of Writing. (audio tape)

Mulhern, M., Rodriguez-Brown, F. V., & Shanahan, T. (1994). Family literacy for lan­guage mi­nority families: Issues for program implementation. Washington, DC: National Clearing­house for Bilingual Education. (Program Information Guide)
(Portions reprinted in Forum, the Newsletter of the National Clearinghouse for Bilingual
Education, 17, Summer 1994, 1, 4.)

Enciso, P. (1993–94). Integrating “cultural imagination.” In T. Shanahan, B. Robinson, & M. Schneider (Eds.), Integrating Curriculum, The Reading Teacher, 47, 336–337. (Column)

Shanahan, T. (1992). But Do We Really Want Individual Scores? Illinois Reading Council Com­municator, 15, February, 1, 3.

Shanahan, T., & Knight, L. (1991). Guidelines for Judging and Selecting Language Arts Text­books: A Modest Proposal. Concept Paper No. 1. Urbana, IL: National Council of Teachers of Eng­lish.

Guidelines for Judging and Selecting Elementary Language Arts Textbooks. Pamphlet prepared for the Committee on Elementary Language Arts Text­books. National Coun­cil of Teachers of English, 1990. (Pamphlet).

Teaching children about authors. Paper presented at the International Reading Asso­ciation, At­lanta, GA. Mableton, GA: Audio Master. (Audio tape)

Surveys of Problem-Solving & Educational Skills and Einstein Assessment of School-Re­lated Skills. The Reading Teacher, 43, 176–177. (Review)

The Role and Nature of Assessment in Urban Education: Toward a New Sensi­bility. In G. Griffin & A. Lowe (Eds.), Creating an agenda for urban educational research and development. Chicago: Center for Urban Educa­tional Research and Develop­ment, College of Education, University of Illi­nois at Chicago. (1989).

The Voyage into School Reform. Illinois Schools Journal, 1988, 68, 3–8.

Literacy and Schooling; Literacy, Society & Schooling. Contemporary Psy­chology, 1988, 33, 989–991. (Review)

Illinois Goal Assessment Program - Reading. Springfield, IL: Illinois State Board of Education, 1988. (with P. D. Pearson; S. Valencia; R. Reeve)

The Early Detection of Reading Difficulties, (3rd ed.). Journal of Reading Behavior, 1987, 19, 117–119. (Review)

Children Reading and Writing - Structures and Strategies. Journal of Read­ing, 1987, 30, (no. 5), 471–472. (Review)

Laidlaw Spelling Series. Curriculum Review, 1987, 26, (no. 3), 46. (Review)

Thinking Networks - Interactive Courseware. Reading Psychology, 1987, 8, 230–234. (Review)

Heath American Reading Series. Curriculum Review, 1986, 25, (nos. 5 & 6), 17–18. (Review)

Observing the Language Learner, Curriculum Review, 1985, 25, (no. 2), 56. (Review)

Boder Test of Reading-Spelling Patterns. In J. V. Mitchell (Ed.), The Ninth Mental Measurement Year­book (vol. I), 1985, 207–209. (Review)

Sequential Tests of Educational Progress, Series III. In J. V. Mitchell (Ed.), The Ninth Mental Mea­surements Yearbook (vol. II), 1985, 1364–1365. (Review)

Helping Children Learn to Read. Reading Teacher, 1985, 38, 808–810. (Review)

Group Assessment in Reading. Reading Psychology, 1984, 5, 243–245. (Re­view)

Writing to Create Ourselves. Journal of Reading, 1983, 26, 742–743. (Review)

Killgallon, P. A. A study of relationships among certain pupil adjustments in reading situations.
Edited by T. Shanahan for inclusion in L. Gen­tile, M. L.. Kamil, & J. Blanchard (Eds.), Read­ing re­search revisited. Columbus, Ohio: Merrill, 1983. (Edited chapter)

A Response to Henk & Cziko. Reading Research Quarterly, 1983, 18, 366–367. (Letter).
(Reprinted in J. W. Oller & J. Jonz. (1994). Cloze and Coherence, Buck­nell University Press.)

Language and Reform in China. In E. Malmquist (Ed.), Handbook on Compara­tive Reading. Newark, DE: International Reading Association, 1982. (Annotation)

The Structure and Development of the Finnish Language. In E. Malmquist (Ed.), Hand­book on Com­parative Reading. Newark, DE: International Read­ing Association, 1982. (Annotation)

Reading Instruction in the Middle School. Journal of Reading, 1980, 23, 569. (Review)

Assessment Tests for Levels 1-8 (Primary Level), The Houghton Mifflin Read­ing Se­ries. Boston:

Houghton Mifflin, 1980. (Published tests)

Balance the Basics: Let Them Write. Reading Teacher, 1979, 32, 741–742. (Review)

Children’s Language and the Language Arts. Reading Teacher, 1977, 31, 102–103. (Review)

PROFESSIONAL MEMBERSHIPS
American Educational Research Association
Chicago Area Reading Association
Illinois Reading Council
International Reading Association
National Conference on Research in English
National Council on Research in Language and Literacy
National Reading Conference
National Society for the Study of Education
Pi Lambda Theta
Research Assembly (NCTE)
SIG/Basic Research in Reading (AERA)
Society for the Scientific Study of Reading

FUNDED GRANTS & CONTRACTS
Shanahan, T., & Shanahan, C. (2005–2007). Disciplinary literacy in high school. Carnegie Corporation. $100,000. (principal investigator)

McKeown, M., Beck, I., & Shanahan, T. (2004–2007). Toward more meaningful decisions about comprehension instruction through development and comparison of standardized instruction for two major approaches. Institute of Education Science. $117,276. (investigator)

Shanahan, T., Teale, W., Hynd, C., & Meehan, M. (2002). Professional Development in Reading Excellence Schools: Illinois Consortium for Achieving Reading Excellence, Illinois State Board of Education. $121,500. (principal investigator)

Teale, W., & Shanahan, T. (2002). Illinois Consortium for Achieving Readi
ng Excellence (ICARE), Western Illinois University. $148,500. (principal investigator)

Shanahan, T., & Teale, W. (2000-01). Framework for School Improvement Research. Interagency Educational Research Initiative (National Science Foundation, U. S. Department of Education, National Institute of Child Health and Development. $110,000. (principal investigator)

Shanahan, T. (1998). Partnership with Joseph Jungman School, Chicago Board of Education. $20,000. (principal investigator)

Shanahan, T., & Rodrigue-Brown, F. (1997–99). Probation School Partnership, Chicago Public Schools, $132,000. (principal investigator)

Shanahan, T. (1996–98). Family Start: Family Literacy Program. Department of Hu­man Services, City of Chicago, $537, 842. (principal investigator)

Rodriguez-Brown, F., & Shanahan, T. (1995–2000). Academic Excellence Award Program, U.S. Depart­ment of Edu­cation. ($997,234). (principal investigator)

Wang, M. (1995–2000). School-Family Partnerships to Enhance the Academic and So­cial Com­pe­tence of Urban Children, U.S. Department of Education. $724,707. (Senior Research Associate with with R. Weissberg and L. Anderson; part of the Mid-Atlantic Regional Educational Laboratory).

Rodriguez-Brown, F. & Shanahan, T. (1995–97). Family Assistance Program, U.S. Department of Educa­tion. (approved $214,000, but only $114,000 provided due to lack of Congressional appropriations; with F. Rodriguez-Brown).

Rodriguez-Brown, F. & Shanahan, T. (1994–98). Project FLAME: A Family Literacy Program, General Mills Foundation. ($200,000) (principal investigator)

Shanahan, T. (1994–95). Hug A Book Evaluation, Hug A Book, Inc. ($5,000). (principal investigator)

Shanahan, T. (1993–95). Student Literacy Corps, Department of Education. (Approved for $100,000, but only $35,000 was provided due to lack of Congressional appropriations). (principal investigator)

Shanahan, T., & Barr, R. (1992–93). Reading Recovery Evalu­ation Project, North Central Education Research Laboratory, 1992–93. ($9,734). (principal investigator)

Shanahan, T.. (1992–93). The Professionalization of the Adult Literacy Teacher, 1992–93. National Center for Adult Literacy, University of Pennsylvania. ($5,000). (principal investigator)

Shanahan, T., McElmurry, & Diamond, S. (1993). Literacy for Health, Lloyd Fry Foundation. ($35,000). (principal investigator)

Shanahan, T., & Rodriguez-Brown, F. (1992–97). Project FLAME: A Family Literacy Program. Kraft Foundation. ($214,000) (principal investigator)

McElmurry, Diamond, S., & Shanahan, T., (1992–93). Literacy for Health, National Institute for Literacy. ($119,612)). (investigator)

Shanahan, T. (1992). Teacher Knowing, Teacher Thinking. National Conference on Research in Eng­lish. ($12,500). (principal investigator)

Shanahan, T. (1990–91). Student Literacy Corps, U. S. Department of Education. ($49,940). (principal investigator)

Beach, R., Green, Kamil, M., & Shanahan, T. (1990). Multidisciplinary Perspectives on Literacy Research, National Conference on Re­search in English. ($17,000). (principal investigator)

Rodriguez-Brown, F., & Shanahan, T. (1989–95). Literacy for the Limited English Proficient Child: A Family Approach, U. S. Department of Education. ($1,059,862). (principal investigator)

Griffin, G. (1988). Center for Urban Education, State of Illinois. ($2,500,000), (investigator)
Shanahan, T. (1987–88). Reading-writing relationships in the classroom. Chicago Area School Effectiveness Council. ($15,000). (principal investigator)

Kamil, M. L. & Shanahan, T. (1987–88). Research Libraries in Reading & Writing Education. National Conference on Research in English. ($1,400). (principal investigator).

Shanahan, T. (1985–87). State Reading Assessment, Center for the Study of Reading, 1985–87. ($10,500). (principal investigator)

Farr, M. (1985). Center for the Study of Writing Planning Grant, National Institute of Educa­tion. ($10,000). (investigator)

Shanahan, T. (1981). Differential Im­pact of Rehearsal Strategies on Prose Learning, Graduate College Research Board, University of Illinois at Chicago. ($3,540). (principal investigator)

AWARDS & HONORS
Inducted to the Reading Hall of Fame, 2007
Listed in Who’s Who in America (60th ed.), 2005.
Listed in Who's Who Among America's Teachers (9th ed.), 2005.
Member, Illinois Reading Hall of Fame, 2002.
Recipient, Albert J. Harris Award for Outstanding Research on Reading Disability, International Reading Association, 1997. (with R. Barr)
Listed in Who’s Who in Education, 1995.
Listed in Who's Who in the Midwest, 1994.
Recipient, University of Delaware Presidential Citation for Outstanding Achievement, 1994.
Member (Elected), Phi Kappa Phi, University of Illinois at Chicago Chapter, 1993.
Advisor, Doctoral Dissertation Award Winner (Third Place), National Association of Bi­lingual Edu­cation, 1993. (Katsaru, E. "Four Successful Second Language Learners").
Project Consultant. National Council of Teachers of English Recognition for Excellence in Cur­riculum Design. (Recipient: Wilmette Public Schools; 1990).
Finalist, Silver Circle Award for Teaching Excellence, University of Illi­nois at Chicago, 1989.
Nominee, Board of Directors, National Reading Conference, 1987.
Recipient, Milton D. Jacobson Readability Research Award, Readability Spe­cial Interest Group, International Reading Association, 1983.
Recipient, Amoco Outstanding Teaching Award, Amoco Foundation, 1982 ($1,000).
Recipient, Silver Circle Award for Teaching, University of Illinois at Chicago Circle, 1982.
Advisor, Second Place Winner of the College Reading Association's Annual Master's The­sis Com­petition, 1981. (Chatlos, P. The influ­ence of verbal and written re­hearsal on content area learning.)
Recipient, Departmental Honors in Elementary Education, College of Educa­tion, Oak­land Univer­sity, 1972.
Recipient, State of Michigan Merit Scholarship, 1969.


EDITORIAL WORK
Editorships:

Editor, National Reading Conference Yearbook, 1998–2001.
Editor, Illinois Reading Council Journal, 1998–2004.
Editor, “Materials that Make a Mark” column, Language Arts, 1996–97.
Editor, “Integrating Curriculum” column, The Reading Teacher, 1993–95.
Associate Editor, Journal of Reading Behavior, 1988–89.

Editorial Review Board Memberships:
Journal of Literacy Research 1995–
Reading Research Quarterly, 1986–2007
Thinking Classroom, 2002–05.
Language Arts, 1991–98.
The Reading Teacher, 1994–2000, (1989, special issue), 2002–
Illinois Reading Council Journal, 1996–98.
Journal of Reading, 1994 (special issue).
Journal of Reading Behavior, 1982–95.
National Center for Adult Literacy, 1994–96.
National Reading Conference Yearbook, 1981, 1984–85, 1989–92, 1994–97.
Reading Research and Instruction, 1985–86.

Ad Hoc Reviewing for Journals:
American Educational Research Journal, 1989–93, 2000–2003.
Cognition & Instruction, 1989.
Contemporary Psychology, 1988.
Curriculum Studies, 1992.
Educational Psychologist, 1986.
Educational Researcher, 1984.
Elementary School Journal, 1987.
English Journal, 1986.
Family & Community Health, 1993.
JESPAR, 2004–
Journal of Educational Psychology, 1984–94, 2002–2006.
Journal of Reading, 1988–89, 1994.
Reading and Writing, 1995, 2000–
Reading Research Quarterly, 1983, 1985, 1991.
Reading Teacher, 2000, 2001.
Research in the Teaching of English, 1984–
Review of Educational Research, 2005.
Society for the Study of Reading, 1999, 2000–
Urban Education, 1996.

Conference Presentation Proposals and Other Reviewing:
International Reading Association, 1984–87, 1990, 1994, 2000–
National Center for Literature, 1993.
National Conference of Teachers of English, 1991.
National Reading Conference, 1987–90, 1995–96, 1999, 2001–
Basic Research in Reading Special Interest Group, American Educational Research
Association, 1986–87, 2002–
Learning & Instruction: Reading (Division C), American Educational
Research Association, 1983, 1987, 1989, 1990, 1994, 1996, 1999, 2002–
Curriculum Studies (Division B), American Educational Research Association, 1
1982–89.
Educational Measurement (Division D), American Educational Research Association,
1987.
Teacher Education (Division K), American Educational Research Association, 2002.

Grant Proposal Reviewing:
Social Science and Humanities Research Council of Canada, 2005.
Institute of Education Science, 2004.
National Science Foundation, 2001.
Spencer Foundation, 1997, 2001, 2002–
Elva Knight Research Grant, International Reading Association, 1997.

Textbook and Instructional Material Reviewing:
Longman Publishing, 1994, 1996–97, 2002.
Guilford, 2001–
International Reading Association, 1988–93.
HarperCollins, 1994.
Wadsworth Publishing, 1990–96.
Charles Merrill Publishing Co., 1988–94.
Christopher Gordon Publishers, 1988–92.
Oxford University Press, 1989.
Allyn & Bacon Publishing Co., 1979–88.
Houghton Mifflin Publishing Co., 1986–88.
Aspen Publishing, Co., 1985–88.
Macmillan Publishing Co., 1986, 1990, 1992.
Prentice-Hall Publishing Co., 1981–85, 1996–97.
Yale University Press, 2003.
Pearson Publishing, 2001–

PROFESSIONAL & COMMUNITY SERVICE
President, International Reading Association, 2004–2007. (elected)
Chair, National Literacy Panel on Language Minority and Youth, Office of Educational Research and Improvement, U.S. Department of Education, 2002–
Chair, National Panel on Early Childhood and Family Literacy, National Institute for Literacy, 2002–
Member, Board of Visitors, University of Pittsburgh’s Learning Research and Development Center, 2006–
Member, Board of Advisors, National Family Literacy Center, 2001–
Member, Board of Directors, International Reading Association, 1998–2001. (elected)
Member, Board of Directors, Illinois Reading Council, 1998–2001.
Grant Proposal Reviewer, Interagency Educational Research Initiative, National Science Foundation, 1999.
Member, National Reading Panel, National Institute of Child Health and Human Development, 1998.
Chair, Teacher Preparation Committee, Illlinois Right to Read, Illinois State Board of Education, 1998–99.
Member, Reading Teacher Editor Search Committee, International Reading Association, 1997.
Member, Standing Committee on Reading/Writing, National Assessment of Educational Progress, 1996–97.
Member, Framework Committee, Illinois State Board of Education, 1997.
Member, Family Literacy Commission/Committee, International Reading Association, 1995-99. (Chair, 1998–99)
Member, Dissertation Award Committee, National Reading Conference, 1995–97.
Member, Field Council, National Reading Conference, 1994–98. (Co-chair, 1998–99).
Member, National Standards Project Advisory Board, International Reading Association, 1993-94.
Testimony on the Elementary and Secondary Education Act, United States Senate Labor and Human Resources Committee, April 18, 1994.
Member, Early School Task Force, National Standards Project for English Language Arts, K-12. Inter­na­tional Reading Association, National Council of Teachers of Eng­lish, University of Illi­nois-Ur­bana-Champaign, U.S. Department of Education, 1992–93.
Member, Family and Early Learning Study Group, National Science Foundation, 1993–94.
Member, Governmental Relations Committee, International Reading Association, 1993–95.
Member, Reading Research Quarterly Editorial Search Committee, 1993–94.
Member, Technical Advisory Committee, State Literacy Resource Center, Illinois, 1993–95.
Judge, IBM Student Literacy Awards Competition, 1994–95.
Member, Reading Advisory Panel, National Assessment of Educational Progress, Educa­tional Test­ing Service, 1992–95.
Member, Board of Directors, Illinois Literacy Research and Development Center, 1992–95.
Member, Board of Directors, Chicago Literacy Coordinating Center, 1992–94.
Chair, Assessment Subcommittee, Illinois Literacy Council, 1992–95.
Member, Advisory Committee for the Longitudinal Study of Children at Risk, 1992–93.
Member, Assessment Subcommittee, Illinois Literacy Council, 1991–92.
Member, School District 102 Delegate Assembly, LaGrange, IL, 1991–92.
Reviewer, Family Literacy Grants Competition, Illinois Secretary of State's Office, 1992.
Member, Reading Assessment Advisory Committee, Illinois State Board of Education, Research and As­sessment, 1991–92.
Director, Cooperative Research, National Conference on Research in English, 1989–92. (Elected).
Member, Publications Committee, International Reading Association, 1989–92.
Member, Language Arts Textbook Analysis Committee, National Council of Teachers of English, 1988–92. (Chair, Guidelines Subcommittee).
Member, National Assessment of Educational Progress and Reading Commission, Inter­national Reading Association, 1988–89.
Program Chair, American Educational Research Association, Division C, Sec­tion 2, 1989.
Member, Content Advisory Committee (Reading), State Teacher Certification Test, Illi­nois State Board of Education, 1986–87.
Member, Language Arts Subcommittee, Committee to Define State Requirements for What Students Should Know and Be Able to Do, Illinois State Board of Education, 1985–88.
Member, Publications Committee, National Reading Conference, 1984–85; 1986–89.
Member, North Central Evaluation Team, (English & Computer Education), Kenwood Academy, Chicago, IL, 1985.
Member, Chapter 1 Test Standards Committee, Illinois State Board of Educa­tion, Spring­field, IL, 1985.
Exhibit Judge, Annual Chicago Public Schools Student Science Fair, 1984–86.
Member, Reading and Its Relationship to Writing Committee, International Reading As­sociation, 1982–84.
Member, Research Committee, College Reading Association, 1980–81.
Judge, Masters' Thesis Competition, College Reading Association, 1979–81.
Chairperson, Curriculum Adoption Committee, Swartz Creek Community Schools, MI, 1974–75. Member, In-Service Committee, Holly Area Schools, 1973–74.
Playground Supervisor, Avon Park District, Rochester, MI, 1972.
Therapist, Fairlawn Center for Autistic Children, Pontiac State Hospital, Pontiac, MI, 1971–72.
Tutor, Pontiac-Oakland Educational Tutorial, Pontiac, MI, 1970–71.

Sunday, November 18, 2007

Reading Programs by Tim Shanahan

November 18, 2008

I am often asked which programs and commercial materials I endorse. I do not endorse such materials, per se, though I have occasionally designed or helped design programs that I am very proud of. If you are looking for something consistent with my approaches, the following items might be helpful.

AMP -- An intervention program for middle school/high school students who are reading at 3rd to 5th grade levels
http://www.agsglobe.com/amp/

Treasures -- A core reading program for K-6
http://www.mhschool.com/reading/treasures.html

Elements of Reading: Fluency Grades 1-3
http://steckvaughn.harcourtachieve.com/en-US/eor_fluency

Let me know if you have any questions about these.

______________________________________