Research in Reading & Literacy SIG 11
Research in Reading & Literacy SIG 11
SIG Purpose

To stimulate communication and inquiry among researchers, policymakers, and others interested in research in reading and literacy from various disciplines and theoretical perspectives. 

Welcome Letter from the SIG Chair

Welcome to our SIG!  

Thanks for your patience this year as we all negotiated the challenges of the worldwide pandemic, which is also affecting our universities. 

If you are interested in joining the Research in Reading and Literacy SIG, please go to the AERA website, sign in, choose 'SIG Directory' from the left hand column, and find the note that refers to registering for a SIG next to the SIG choices in the middle box.  

We look forward to sharing updated information in our newsletter three times per year (September, January, and March) and then seeing you at the AERA conference! Please introduce yourselves to us at our SIG Business Meeting!  And, please feel free to contact any of the SIG leaders below for more information!

Fran Falk-Ross, Interim Chair

Who We Are

Research in Reading & Literacy SIG #11 Officers

Francine Falk-Ross, Pace University

Interim Chair



Rosalind Horowitz 637532772183312956




Rosalind Horowitz, The University of Texas, San Antonio

Program Chair

Chair of the International Consortium on World Literacy

Christopher M. Hansen, University of Tennessee-Chattanooga

Co-Program Chair

Meghan Stanivoha, The University of Texas, San Antonio

Assistant Program Chair


Wayne Slater, University of Maryland


Kim Skinner, Louisiana State University

Newsletter Editor

Huy Nguyen, Louisiana State University

Associate Newsletter Editor


Lisa Griffith

Lisa Griffith, Texas State University

Co-Chair, International Consortium on World Literacy 



Sonya L. Armstrong, Texas State University


Chair of the College Reading Consortium




The International Consortium on World Literacy

We look forward to AERA 2021 where we will once again have a gathering of our International Consortium on World Literacy. We have invited Dr. Johannes Naumann, Wuppertal University, Wuppertal, Germany as our guest speaker for 2021. He will provide an interactive workshop on understanding and using big data from PISA (the Programme for International Student Achievement) for research. This is always an important meeting of minds, and will have informative educators in attendance. 

The International Consortium on World Literacy is committed to the study and development of literacy among peoples across the world. This Consortium invites researchers, educators, and policy makers to address the obstacles faced in achieving literacy, and specifically, high literacy (e.g. interpretation, critical thinking), in their home country and the ways in which the country is overcoming these challenges. 

The Consortium will review research which addresses the practices, performances, and achievement in literacy in local regional and national contexts.  We ask the following types of questions: 

1.  What scientific data and descriptive studies are available and require attention to understand literacy? 

2. How are levels of literacy changing over time and space? Across countries and in the United States? 

3. What measures are available and being used to assess different categories of literacy from childhood to adulthood, and across the life span? 

4. What influence has technology had and will continue to have on world literacies? 

5. Who has the technology and technological abilities? How are these related to SES, cultural habits, minority status, availability of schooling, political power? 

6. How can PISA and other Big Data be used to assess and advance literacy? What are its strengths and limitations? 

7. What will change as we advance in achieving literacy in developing countries? 

8. How might we connect to other world literacy organizations to achieve common goals? 

The Consortium views literacy as a means for countries to achieve economic growth, gender equality, overcome discrimination, and advance in social and cultural developments. International contributions to journals and books will enhance our knowledge base. 

Members of AERA and the Research in Reading and Literacy SIG 11, International Studies SIG 54; Data Driven Decision-Making SIG 179; and NAEP Studies SIG 99 will collaborate with our Consortium for the 2021 Workshop and Speaker Series, to be held annually at the American Educational Research Association (AERA) Conference and to advance intercultural communication. We believe the future of nations and the world is heavily dependent upon our goals and designs for literacy development. Those interested in participating in this Consortium are welcome to attend events and may contact us for further information.   

Rosalind Horowitz, Ph.D. Professor, The University of Texas, San Antonio Head, International Consortium for World Literacy

Lisa A. Griffith, M.A. Co-Chair International Consortium on World Literacy, Texas State University

RRL SIG Newsletter

Please click here to access the most recent RRL SIG Newsletter.  Please know that several schedule changes have been made since the Newsletter was compiled, so please double check the online program to ensure the most current information.  

College Reading Consortium

The Research in Reading and Literacy SIG will host the second College Reading Consortium at AERA 2021. The focus of this panel presentation, scheduled for Monday, April 12, at 2:50 p.m. EDT, will be on the future of research in and around college reading contexts.

The field of college reading is in the midst of a major transformation, and though there is much uncertainty in around what the future looks like for reading instruction at the college level, research on college readers is extending in new and exciting directions. The invited panelists for this session are all early-career college reading researchers who will discuss their current research foci. The dual aims of the Consortium are to share current research and to nudge research collaborations. 

Of course, we have much work to do in the field to inform best practices for supporting new-to-college learners in their transitions to college literacy expectations. But also, because the present era is one of policy-driven reform that directly impacts reading and literacy instruction, we also have work to do in advancing cutting-edge research. 

Sonya L. Armstrong, Ed.D., Texas State University.

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