Reading Hall of Fame Speakers

The 2018 Reading Hall of Fame Speakers will present at the LRA Annual Conference, November 30th, 2018 at 4pm 

Heather Bell 

Title: Facilitating school-wide improvement in literacy learning and teaching – using practice analysis. 

Abstract: Of course we wanted to improve our children’s learning and achievement – this is our moral purpose and the school’s reason for being.  We know that doing the same things will have the same outcome, so something different had to happen.  To make effective change required that we reflected on our professional pedagogical practices in an open, professional manner and made changes in light of our findings. 

This is a sharing of our school’s journey to create a professional, reflective learning culture that supported our development of practice analysis to promote effective learning for our children and teachers.

Our journey encompassed a deprivatising of classroom practice, followed by opportunities to deepen our professional learning and development through input, practice and reflection.  These opportunities included intensive school-wide professional learning; modelling of effective practice; developing and practising learning conversations with feedback and feed forward; regular, systematic observation of teaching programmes in action; and the application of additional programmes that facilitated parent participation and engagement in learning about learning.

Bio: Heather Bell recently retired as principal of Rosebank School, a highly multicultural school in Auckland, New Zealand.  She has taught from Y1 to Y8 children and has been a principal in four schools (from 2 to 30+ teachers), and was an Inspector of Primary Schools and an Education Review Officer.  Heather is the long standing secretary of the Auckland Literacy Association and has twice been president of the New Zealand Literacy Association.  She served a three year term on the board of directors of the International Literacy Association and has convened and spoken at many national and international literacy conferences. These have included being the local arrangements chair for the IRA World Congress on Reading in 2000 and again in 2010.   In June 2016 Heather was honoured with a Queen’s Birthday Award, being made an Officer of the New Zealand Order of Merit.  Heather considers herself fortunate to have been encouraged and supported by so many deeply committed, caring and skilled role models.


Norman Stahl

Title: Historical or Ahistorical: The Literacy Profession’s Strained Relationship with Its Past 

Abstract: A field only becomes a profession when its membership is fully cognizant of its past and is able to critically evaluate its present and its possible futures based on the foundation afforded by a knowledge of theories and research about its past. The question is raised and then explored as to what is the responsibility of the professoriate in leading the field away from an ahistorical culture to one that fully embraces and participates in the creation of new knowledge and understandings of our past.

BioNorman A. Stahl is Professor Emeritus of Literacy Education at Northern Illinois University with earlier service at Georgia State University, the University of Pittsburgh, and San Francisco State University. His Ph.D. in Language Communications was awarded by the University of Pittsburgh. He has been the President of the Literacy Research Association, the Association of Literacy Educators and Researchers, the College Reading and Learning Association, and Chair of the American Reading Forum. He is a CLADEA National Fellow and a member of the Reading Hall of Fame.

MaryEllen Vogt

Title: Finding Educational Equity for English Learners through the SIOP Model 

Abstract: The SIOP Model (Echevarria, Vogt, & Short, 2017) has been used by teachers and administrators in the U.S. and internationally for over 20 years to teach content and academic language concurrently and systematically to students whose first language differs from the language of instruction in their schools. Students in SIOP classrooms, including English learners and native English speakers, have outperformed similar students in non-SIOP classrooms in measures of English language development and content knowledge. Findings on SIOP’s efficacy have been published in multiple peer-reviewed journals by the SIOP authors, as well as other researchers. Examples of educational equity for English learners through SIOP include frequent, collaborative opportunities for interaction among students and between students and teacher; students’ academic language production that is authentic and directly related to content being taught; teachers’ frequent assessment of students’ proficiency in the target language; appropriately adapted materials and instruction; and teacher expertise.

Bio: MaryEllen Vogt is Professor Emerita of Education at California State University, Long Beach. She received her doctorate from the University of California, Berkeley, and is an author of over 60 articles and chapters in professional texts. She is also a co-author of 17 books for teachers and administrators, including Making Content Comprehensible for English Learners: The SIOP Model (5th ed., 2017). Dr. Vogt has provided professional development in all fifty states and in several other countries, including Germany, where she was invited to serve as Visiting Scholar at the University of Cologne. She was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as President of the International Reading Association. In 2017, Dr. Vogt was inducted into the Reading Hall of Fame, an international organization of literacy researchers and scholars.