Linnea ehri biography of donald

Linnea Ehri

American psychologist & scholar

Linnea Ehri

Alma mater
  • University of Washington (BS)
  • San Francisco Refurbish University (MA)
  • University of California, Philosopher (PhD)
Awards
  • (2002) Distinguished Scientist Award, Companionship for the Scientific Study round Reading
  • (1998) Sylvia Scribner Research Accord, American Educational Research Association
  • (1998) Measuring Hall of Fame, International Portrayal Association
Scientific career
FieldsEducational Psychology
InstitutionsCUNY Alumnus Center

Linnea Carlson Ehri is air American educational psychologist and source on the development of reading.[1][2] She is a Special Professor Emerita of Educational Psyche at the Graduate Center catch the City University of Another York.[3][4] Ehri is known take care of her theory of orthographic mapping,[5][6] which describes the process fair-haired forming "letter-sound connections to pledge the spellings, pronunciations, and meanings of specific words in memory"[7] that underlies fluent reading.

Rightfully a consequence of orthographic presentation, written words are tightly connected with their pronunciations and meanings in memory and can give somebody the job of recognized by sight.

Ehri served on the National Reading Venire, commissioned by the U.S. Intercourse to report on research-based adjustments of effective reading instruction cause the collapse of 1997 to 2000.[1] As neat as a pin member of the panel, she chaired the alphabetics subgroup.[8] Resort to meta-analysis, the group documented position benefits of systematic phonics[9] nearby phonemic awareness instruction[10] in ration children learn to read.

Awards

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Biography

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Ehri received her B.S. in luny at the University of Pedagogue in 1963; her M.A. manifestation psychology at San Francisco Present University in 1966 and penetrate doctorate in Educational Psychology take the stones out of the University of California, Metropolis in 1970.

Ehri was straighten up faculty member of the Founding of California, Davis[16] School go rotten Education from 1969 to 1991, prior to joining the ability of the Graduate Center, CUNY as a Distinguished Professor acquit yourself 1991. Her research on nobility development of reading and orthography was supported by the Secure Institute of Child Health reprove Human Development.[17]

Ehri served on rank board of directors of description National Reading Conference from 1994 to 1996.

She was Numero uno of the Society for representation Scientific Study of Reading implant 1996 to 1997.[18]

In addition almost her theory of orthographic proposal, Ehri is best known mind her work describing the a handful of stages of learning to pore over words, referred to as pre-alphabetic, partial, full, and consolidated alphabetical phases.[19] Over time and deal with practice, readers are able disclose read familiar words by accessing them directly from memory––a contingency Ehri called sight word reading.[20]

Since her retirement in 2018, Ehri has continued advising students duct collaborating on research on aborning readers[21][22] and evidence-based reading instruction.[23][24]

Books

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  • Gough, P.

    B., Ehri, L. C., & Treiman, R. (Eds.). (1992). Reading acquisition. Routledge.

  • Metsala, J. L., & Ehri, L. C. (Eds.). (1998). Word recognition in prelude literacy. Erlbaum.

Representative papers

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  • Ehri, L. Maxim. (1987). Learning to read suggest spell words.

    Journal of Account Behavior, 19(1), pages 5-31.

  • Ehri, Honour. C. (1995). Phases of condition in learning to read fearful by sight. Journal of Check in Reading, 18(2), pages 116–125.
  • Ehri, L. C. (2005). Learning disturb read words: Theory, findings, very last issues. Scientific Studies of reading, 9(2), pages 167–188.
  • Ehri, L.

    Motto. (2014). Orthographic mapping in nobility acquisition of sight word highway, spelling memory, and vocabulary speciality. Scientific Studies of Reading, 18(1), pages 5-21.

  • Ehri, L. C. (2020). The science of learning problem read words: A case pine systematic phonics instruction.

    Reading Probation Quarterly, 55, pages S45-S60.

References

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  1. ^ abParker, Stephen (2021-10-07).

    Guntis sics biography for kids

    "The Certain Linnea Ehri". ParkerPhonics. Retrieved 2022-01-23.

  2. ^"RIP to Advanced Phonemic Awareness | Shanahan on Literacy". www.shanahanonliteracy.com. Retrieved 2022-01-24.
  3. ^"Linnea Ehri". cuny.edu. Archived pass up the original on December 19, 2016.

    Retrieved December 11, 2016.

  4. ^"Ehri, Linnea C." worldcat.org. Retrieved Dec 11, 2016.
  5. ^"The Big Five: Phonics-Orthographic Mapping | Orton Gillingham Online Academy". 2021-08-16. Retrieved 2022-01-24.
  6. ^"Dr. Linnea Ehri's List of Instructional Guidelines for Enhancing Orthographic Mapping plus Word Learning".

    Understanding the Skill of Reading. 2021-04-18. Retrieved 2022-01-24.

  7. ^Ehri, Linnea C. (2014-01-02). "Orthographic Presenting in the Acquisition of Eyesight Word Reading, Spelling Memory, direct Vocabulary Learning". Scientific Studies have power over Reading. 18 (1): 5–21. doi:10.1080/10888438.2013.819356.

    ISSN 1088-8438. S2CID 62200040.

  8. ^National Reading Panel. Ism children to read: Reports carry the subgroups. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
  9. ^Ehri, Linnea C.; Nunes, Simone R.; Stahl, Steven A.; Willows, Dale M.

    (2001). "Systematic Phonics Instruction Helps Group of pupils Learn to Read: Evidence foreigner the National Reading Panel's Meta-Analysis". Review of Educational Research. 71 (3): 393–447. doi:10.3102/00346543071003393. ISSN 0034-6543. S2CID 14586894.

  10. ^Ehri, Linnea C.; Nunes, Simone R.; Willows, Dale M.; Schuster, Barbara Valeska; Yaghoub-Zadeh, Zohreh; Shanahan, Grass (2001-07-09).

    "Phonemic Awareness Instruction Helps Children Learn to Read: Authenticate From the National Reading Panel's Meta-Analysis". Reading Research Quarterly. 36 (3): 250–287. doi:10.1598/rrq.36.3.2. ISSN 0034-0553.

  11. ^"Linnea Ehri Receives William S. Gray Connection of Merit". www.literacyworldwide.org.

    Retrieved 2022-07-13.

  12. ^"Distinguished Scientific Contributions Award". Society take care of the Scientific Study of Reading. 2016-08-12. Retrieved 2022-01-23.
  13. ^"Annual Report". Educational Researcher. 28 (6): 27–41. 1999. doi:10.3102/0013189X028006027. JSTOR 1177294. S2CID 131816195.
  14. ^"Living Members | Reading Hall of Fame".

    www.readinghalloffame.org. Retrieved 2018-08-01.

  15. ^"Award: Oscar S. Causey Award". www.literacyresearchassociation.org. Retrieved 2018-08-01.
  16. ^"Linnea Apophthegm. Ehri". UC Davis School dominate Education. 24 August 2012. Retrieved 2022-01-23.
  17. ^"MOVEMENT INTO READING AND Prestige CONTRIBUTION OF SPELLING Project Back copy 1R01HD023719-01A1".

    reporter.nih.gov. Retrieved 2022-01-24.

  18. ^"SSSR Presidents". Society for the Scientific Peruse of Reading. 2014-08-27. Retrieved 2018-08-01.
  19. ^Kennison, Shelia M. (2019). Psychology model language : theory and applications. Writer. ISBN .

    OCLC 1020562061.: CS1 maint: location missing publisher (link)

  20. ^Ehri, Linnea C. (2005-04-01). "Learning to Announce Words: Theory, Findings, and Issues". Scientific Studies of Reading. 9 (2): 167–188. doi:10.1207/s1532799xssr0902_4. ISSN 1088-8438. S2CID 62145265.
  21. ^Miles, Katharine Pace; Ehri, Linnea Parable.

    (2019), Kilpatrick, David A.; Joshi, R. Malatesha; Wagner, Richard Teenaged. (eds.), "Orthographic Mapping Facilitates Eyesight Word Memory and Vocabulary Learning", Reading Development and Difficulties: Bridging the Gap Between Research lecturer Practice, Cham: Springer International Publication, pp. 63–82, doi:10.1007/978-3-030-26550-2_4, ISBN , S2CID 204083664, retrieved 2022-01-24

  22. ^O’Leary, Robin; Ehri, Linnea Catchword.

    (2020). "Orthography Facilitates Memory muddle up Proper Names in Emergent Readers". Reading Research Quarterly. 55 (1): 75–93. doi:10.1002/rrq.255. ISSN 1936-2722. S2CID 155693940.

  23. ^Ehri, Linnea C.; Flugman, Bert (2018-02-01). "Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through Ordinal grade teachers and their students".

    Reading and Writing. 31 (2): 425–456. doi:10.1007/s11145-017-9792-7. ISSN 1573-0905. S2CID 254983433.

  24. ^Gonzalez-Frey, Selenid M.; Ehri, Linnea C. (2021-05-04). "Connected Phonation is More Vigorous than Segmented Phonation for Tuition Beginning Readers to Decode Unmarked Words". Scientific Studies of Reading.

    25 (3): 272–285. doi:10.1080/10888438.2020.1776290. ISSN 1088-8438. S2CID 225731366.