Elizabeth Sulzby

[University of Michigan School of Education] [Professor Elizabeth Sulzby, Ph.D.]

[resuma/vita]

Business Address: School of Education
The University of Michigan
610 East University
Ann Arbor, MI 48109-1259
Phone: (734) 647-0609
E-mail: esulzby@umich.edu

Home Address: 1555 Scio Church Road
Ann Arbor, MI 48103
Phone: (734) 663-7007
FAX (734) 663-0066

Education:

University of Virginia, Ph. D., 1974-77 (Reading Education: supporting fields, Educational Psychology, Psycholinguistics, Research Methodology)

College of William and Mary, M.Ed., 1967-69 (Reading: Secondary Education)

Harvard University, Divinity School, 1963-64 (Philosophy), Woodrow Wilson Fellow.

Birmingham-Southern College, B. A. magna cum laude, 1959-63 (Philosophy; English)

Academic Honors and Honorary Societies

American Psychological Association, Division 15,
Elected Fellow, 1994

National Conference on Research on English
Elected member, 1984; Elected Fellow, 1989

Harvard Honor Scholarship (Philosophy), 1963-64

National Merit Scholarship, 1959-63

Phi Beta Kappa, elected 1963

Phi Delta Kappa, elected 1969

Woodrow Wilson Fellowship (Philosophy), 1963-64

AGS Teaching Honor Roll, Northwestern University, 1985, 1986

Academic History

Visiting Professor, 1995-96, Leiden University, Graduate School, Institute for Studies in Education and Human Development (ISED), Leiden, The Netherlands (Emergent Literacy and Attachment; Multimedia in Schooling and Learning)

Professor, 1990-- , School of Education, University of Michigan, Associate Professor, 1986-90; Faculty Associate in Linguistics, 1987-- .

Affiliated with Educational Studies, the Combined Program in Education and Psychology (CPEP), and the Center for Research in Learning and Schooling (CRLS). Coordinator, Language, Literacy, and Learning Disabilities, 1994-95.

Consulting Scholar, EduQuest/International Business Machines, Summer 1993.

Associate Professor, School of Education, Northwestern University, 1983-86; Coordinator of Graduate Studies, Language & Cognition, 1984-86. Assistant Professor, 1977-83.

Instructor and Teaching Assistant, Department of Curriculum and Instruction, University of Virginia, 1975-77.

Instructor, Graduate School of Education, Rhode Island College, Providence, 1973-74.

Instructor, School of Education, Jacksonville University, Jacksonville, Florida, 1970-71.

Public school teaching, 1966-75.

Professional Societies

American Educational Research Association (AERA)

American Psychological Association (APA)

American Psychological Society (APS)

International Reading Association (IRA)

European Association for Research on Learning and Instruction (EARLI)

National Association for the Education of Young Children (NAEYC)

National Conference on Research in English (NCRE)

National Council of Teachers of English (NCTE)

National Reading Conference (NRC)

Society for Research in Child Development (SRCD)

Publishing, Manuscript Reviews

Allyn & Bacon; Harvard University Press; Holt, Rinehart & Winston; Jossey-Bass; Lawrence Erlbaum; Little, Brown; Merrill; Oxford University Press; Scott Foresman; Teachers College Press; University Press, SUNY-Albany.

Editorial Boards

Reading Research Quarterly, 1979-97 Editorial Board, 1987-90

Journal of Reading Behavior, 1980-91 Editorial Board, 1987-90

Reading Teacher, 1986-90 Editorial Board, 1988-90, 1995-96

Early Childhood Research Quarterly, 1989-97 Consulting Editor, 1990-93

NRC Yearbook, 1979-85 Editorial Board, 1979-84, 1991-92, 1994-95

Language Arts, 1989-93 Editorial Board, 1993-94

Written Communication, 1990-96 Editorial Board, 1993-96

Occasional Reviewing

American Educational Research Journal, 1988-95

American Journal of Education, 1985-86

Applied Psycholinguistics, 1988-89, 91-92, 95-99

British Journal of Developmental Psychology, 1994-95

Child Development, 1985-90

Cognition and Instruction, 1988-89

Developmental Psychology, 1993-94

Early Childhood Research Quarterly, 1997-00

Educational Researcher, 1994-97

First Language, 1986-87, 1989-90

Journal of Educational Computing Research, 1990-94

Journal of Educational Psychology, 1984-85, 91-92

Journal of Research in Childhood Education, 1986-92

Journal of Speech, Language and Hearing Research, 2000

Learning and Instruction (EARLI), 1993-94

Linguistics and Education, 1986-96

Research in the Teaching of English, 1983-91, 96-97

Review of Educational Research, 1987-89, 1994-95

Topics in Language Disorders, 1981-82

Selected Consulting Roles

American Institutes for Research: Computer applications in writing

Athma Shakti Vidyalaya, Bangalore, India: Reading and language in structured therapeutic situations

Central Michigan University, Mt. Pleasant Schools, and Isabella/Graciot ISD consortium on technology for at-risk children (collaboration with Chippewa community)

Group W Television, KDKA, Pittsburgh, "Drop Everything and Read" (Winner of silver medal, New York International Film Festival, 1986)

"Pontiac's Rebellion" Indian Dance Team, St. Michael's Outreach Program and Boy Scouts of America (BSA): Literacy and multimedia consultant

Illinois Center for Educational Improvement: Content area reading

Jostens Learning Corporation: DRAGONTALES

Nickolodean News: Readability and content consultant

Prime Time School Television: Curriculum Design

Tucson (Arizona) Unified School District: Emergent literacy (Chapter I)

Pontiac (Michigan) Public Schools: Literature-Based Developmentally Appropriate Curriculum; Technology Implementation with Media Specialists/Librarians; Consultant to Technology Committee; Restructuring Project, Franklin Elementary

Plymouth-Canton, Ann Arbor, and Oakland, Michigan, Schools: Emergent literacy

Community Consolidated School District 15, Palatine, Illinois: Director, Early Literacy Consultants

Naperville, Illinois, Schools: Kindergarten Literature Project (KLP)

Palatine, Illinois, Schools: Bilingual Literacy Instruction, Title 7, and self-contained Spanish-English kindergarten.

Regional Laboratory for Educational Improvement of the Northeast and the Islands and Apple Computer: Research Design and Training

Solomon Schecter Schools, Skokie and Northbrook, IL: Advisory Board

Harvard, Illinois Schools: Learning through Processing Texts (Content area reading and writing)

Reading Recovery, Fairfax, Virginia, Public Schools

Reading Teachers, Prince Georges County, Maryland, Schools

Southfield Public Schools, Action Research Team in Early Literacy

NCREL, Consultant, Web Site on Emergent and Early Conventional Literacy

Hughes Aircraft, Hughes Public Educational System

International Games/Children's Television Workshop: Child Development Consultant (Recipient of Parents Choice award, 1986)

Zaner-Bloser: Handwriting's role in 21st century

EduQuest/IBM: STORIES AND MORE and other software

Consultant to grants sponsored by The Ford Foundation, NCTE, OERI

Consultant, PIONEER Grant from the Netherlands Organization for Scientific Research, Leiden University (Attachment Theory and Emergent Literacy)

National Committees and Offices

Committee Memberships:

International Reading Association, Early Childhood and Literacy Development Committee, 1981-83; Reading/Language in Preschool and Early Childhood Committee, 1989-91
National Reading Conference, Program Committee, 1980-1982; Ethics and Standards Committee, 1983-86; Publications Board, 1986-89
National Academy of Sciences/National Research Council, Committee on the Prevention of Reading Difficulties in Young Children, 1995-97
National Center on Education and the Economy, New Standards Panel on PreK-3 literacy, 1997-99.

Offices:

President, 1988-90; President-elect, 1986-88; Nominations Chair, 1991-92, Literacy Development and Young Children, Special Interest Group, International Reading Association
Chair, 1988-92, Committee on Early Childhood Testing, National Council of Teachers of English
Treasurer, 1990-93, National Conference on Research in English
Chair, 1991-93, Reading/Language in Early Childhood Committee, International Reading Association

Academic Committees, University of Michigan

School of Education

Executive Committee, Combined Program in Psychology and Education, 1986-89, 1990-92, 1992-94
Promotion and Tenure Committee, 1990-92, 95-97
Human Subjects Review Committee, 1990-92
Graduate Affairs Committee, 1987-89, 1994-96
Graduate Curriculum Committee, Educational Studies, 1993-94
Marguerite Wilker Johnson Award Committee, 1988-90, 1994-96
Undergraduate Committee, 1986-89
Chair, Elementary Sub-Committee, 1986-88
Chair, CTPS Admissions Committee, 1987-89
Search Committee, Teacher Education, 1986-87, 1987-88, 1989-90
Search Committee, Early Childhood, 1990-91
Search Committee, Walgreen Endowed Chair in Reading and Literacy, 1992-93
Search Committee, Senior Position in Literacy, Language, and Learning, 1993-94
Search Committee, Cognitive Psychology/Educational Technology, 1995-96
Search Committee, Literacy and English and Education, 1996-97
Chair, Senior Search Committee, Combined Program in Psychology and Education, 1987-88
Coordinator, Literacy, Language, and Learning Disabilities Program, 1994-95
Search Committee, Early Childhood, 1999-00

University

Advisory Board, Children's Center, 1986-89
Research Committee, Pound House, 1986-87
Proposal reviewer, English Composition Board, 1986-87
Proposal reviewer, Undergraduate Initiative Fund, 1986-88
Proposal reviewer, Office of the Vice President for Research, 1987-93
Search Committee, Dean of School of Education, 1987-88
Member, Class of 23 Teaching Awards Committee, 1993-94
Hearing Chair, Judicial Advisory, Student Rights and Responsibilities, 1995-97
University Library Council, 1998-00

Courses Taught

Undergraduate

Classroom Problems in Reading and Language
Experimental Psycholinguistics (Linguistics Dept.)
Foundations of Reading and Language Acquisition (General Elementary and Science Education sections)
Individualization in Reading and Literacy (General Elementary
and Science Education sections)
Materials and Methods of Teaching at Secondary Level
Methods of Teaching Language Arts
Practicum in Elementary Education
Practicum in Reading
Reading and Writing in Content Areas (Elementary and Secondary section)
Reading and Writing in the Elementary School
Teaching in the Elementary School
Technology and Literature-Based Instruction
Advanced Methods in Language Arts in Elementary Schools

Graduate

Applied Research in Reading and Language
Foundations of Reading and Language
Computer-Based Multimedia Composition (1994: K-5 focus; 1995: K-12 focus)
Educational Technology and Literacy
Experimental Methods in Psycholinguistics (Linguistics Department)
Foundational Perspectives in Educational Reform (core course, Ed. Studies)
Human Development and Schooling (Combined Program in Education and Psychology; Cross listed in Psychology)
Individualization in Reading and Language
Learning and Instruction
Linguistics in Reading and Language
Literacy and Learning in Typical and Atypical Students: Emergent/Primary (First Course in Diagnosis and Remediation Life-Span Strand)
Measurement Issues in Reading and Language
Preschool and Elementary Curriculum
Reading and Writing Development in Young Children (Emergent Literacy)
Reading and Writing Development of Elementary-Aged Children
Research in Teacher Education
Research Issues in Reading and Language
Research Models and Procedures
Research Paradigms in Child Language Development (Linguistics Department)
Seminar in Educational Psychology and Psychology (Pro-Sem., Combined
Program in Education and Psychology; cross listed in Psychology) --Co-taught with Martin Maehr
Social Foundations of Education: Literacy and Learning Disabilities
Writing in the Elementary School
Seminar on Literacy: Multidisciplinary Conversations (Cross-listed in
Anthropology, Education, English, Linguistics, and Psychology)--Co-taught with Deborah Keller-Cohen
Seminar in Research in Reading Comprehension

Other

Reading, Writing, and Multimedia: Comprehending and Composing Processes for 2000 and Beyond. Graduate Seminar, Leiden University. Elizabeth Sulzby, Visiting Professor, ISED, 1996.
Kindergarten Literature Program: Training Institute for Teachers and Teacher Trainers. University of Wisconsin, Madison. CCVI/WCER. June 2000.

Publications

Books and Monographs

Teale, W.H., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing and reading. Volume in a series, M. Farr (Ed.), Advances in writing research. Norwood, NJ: Ablex.

Sulzby, E., & A. G. Bus (in preparation). Emergent literacy research: The young child and the family.

Textbooks and Textbook Series

Sulzby, E., Hoffman, J., Klein, M., Naylor, K., Niles, J., Shanahan, T., & Teale, W. H. (1989; 1991). McGraw-Hill Integrated Language Arts (K-8 series). New York, NY: McGraw-Hill.

Sulzby, E. Hoffman, J., Niles, J., Shanahan, T., Teale, W. H. (1989; 1991). McGraw-Hill Reading (K-8 series). New York, NY: McGraw- Hill.

Sulzby, E., Klein, M.L., Teale, W.H., & Hoffman, J. (1989; 1991). McGraw-Hill English (K-8 series). New York, NY: McGraw-Hill.

Sulzby, E. (1993). Teacher's Guide to Evaluation: Assessment Handbook, Grade 1. Glenview, IL: ScottForesman.

Allington, R. L., Blachowicz, C. L. Z., Butler, A., Edwards, P. A., Morrow, L. M., Sebesta, S., Sulzby, E., & Tierney, R. J. (1993, 1997). Celebrate Reading! (1-8 series). Glenview, IL: ScottForesman.

Morrow, L. M., & Sulzby, E. (1993, 1997). Celebrate Reading! Teacher's Workshop, Kindergarten (and related materials). Glenview, IL: ScottForesman.

Other

National Research Council. (1998). Preventing reading difficulties in young children. C. E. Snow, S. Burns, P. Griffin (Eds.). Washington, DC: National Academy Press.

National Research Council. (1999). Starting out right. C.E. Snow, S. Burns (Eds.). Washington, DC: National Academy Press.

Chapters

Sulzby, E. (1980). Word concept development activities. In E. H. Henderson & J. W. Beers (Eds.), Developmental and cognitive aspects of learning to spell: A reflection of word knowledge (pp. 127-137). Newark, DE: International Reading Association.

Sulzby, E. (1983). Letter name knowledge: Broadening the question. In L. Gentile, M. L. Kamil, & J. Blanchard (Eds.), Reading research, revisited (pp. 155-161). Columbus, OH: C. E. Merrill.

Sulzby, E. (1985). Kindergartners as writers and readers. In M. Farr (Ed.), Advances in writing research, Vol. 1: Children's early writing development (pp. 127-199). Norwood, NJ: Ablex.

Sulzby, E. (1986). Children's elicitation and use of metalinguistic knowledge during literacy interactions. In D. B. Yaden & W. S. Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 219- 234). Portsmouth, NH: Heinemann.

Sulzby, E. (1986). Writing and reading: Signs of oral and written language organization in the young child. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 50-89). Norwood, NJ: Ablex.

Sulzby, E. (1986). Young children's concepts for oral and written texts. In K. Durkin (Ed.), Language development during the school years (pp. 95-116). London: Croom Helm.

Teale, W. H., & Sulzby, E. (1986). Emergent literacy as a perspective for looking at how children become writers and readers. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. vii-xxv). Norwood, NJ: Ablex.

Sulzby, E. (1987). Children's development of prosodic distinctions in telling and dictating modes. In A. Matsuhashi (Ed.), Writing in real time: Modeling production processes (pp. 133-160). Norwood, NJ: Ablex.

Teale, W. H., & Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access and mediation in storybook reading. In D. A. Wagner (Ed.), The future of literacy in a changing world (pp. 111-130). New York: Pergamon.

Sulzby, E. (1988). A study of children's early reading development. In A. D. Pellegrini (Ed.), Psychological bases of early education (pp. 39-75). Chichester: Wiley.

Sulzby, E. (1989). Emergent literacy: Kindergartners write and read, including Sulzby coding system. (Monograph accompanying videotape by same title, a publication of Computers in Early Literacy (CIEL) Research Project). Ann Arbor, MI: The Regents of The University of Michigan and the North Central Regional Educational Laboratory. Reprinted and distributed by the Agency for Instructional Technology (AIT): Bloomington, IN, 1990.

Sulzby, E., Barnhart, J., & Hieshima, J. (1989). Forms of writing and rereading from writing: A preliminary report. In J. Mason (Ed.), Reading and writing connections (pp. 31-63). Needham Heights, MA: Allyn & Bacon.

Sulzby, E., Olson, K. A., & Johnston, J. (1989). The computer and young children: An emergent literacy perspective. (Working paper No. 1, Computers in Early Literacy (CIEL) Research Project). Ann Arbor, MI: Institute for Social Research.

Sulzby, E. (1989). Assessment of writing and of children's language while writing. In L. Morrow & J. Smith (Eds.), The role of assessment and measurement in early literacy instruction (pp. 83-109). Englewood Cliffs, NJ: Prentice-Hall.

Sulzby, E., Teale, W.H., & Kamberelis, G. (1989). Emergent writing in the classroom: Home and school connections. In D. Strickland & L. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 63-79). Newark, DE: International Reading Association.

Teale, W. H., & Sulzby, E. (1989). Emergent literacy: New perspectives on young children's reading and writing development. In D. Strickland & L. Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 1-15). Newark, DE: International Reading Association.

Marzollo, J., & Sulzby, E. (1989-90). See Jane Read! See Jane Write! In J. S. McKee & K. M. Paciorek (Eds.), Annual editions: Early childhood education 89-90 (pp. 200-203). Guilford, CN: Dushkin Publishing. Reprinted from Parents Magazine, 63 (7), 80-84.

Sulzby, E., & Barnhart, J. (1990). The developing kindergartner: All our children emerge as writers and readers. In J. S. McKee (Ed.), The developing kindergarten: Programs, children, and teachers (pp. 169-189). Michigan Association for the Education of Young Children.
Reprinted, with slight revisions, as The development of academic competence: All our children emerge as writers and readers (1992), in J. W. Irwin & M. A. Doyle (Eds.), Reading/writing connections: Learning from research (pp. 120-144). Newark, DE: International Reading Association.

Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, Vol. II (pp. 727-757). New York, NY: Longman.

Sulzby, E. (1991). The development of the young child and the emergence of literacy. In J. Flood, J. Jensen, D. Lapp, & J. R. Squire (Eds.), The handbook of research in the teaching of the English language arts (pp. 273-285). New York, NY: Macmillan.

Sulzby, E. (1991). Roles of oral and written language in children approaching conventional literacy [Oralit� e scrittura nel percorso verso la lingua scritta]. In M. Orsolini & C. Pontecorvo (Eds.), La costruzione del primi testi scritti nel bambino (pp. 57-75). Roma: La Nuova Italia. (Appears, revised, in Lawrence Erlbaum Associates, English version, 1996, see below.)

Sulzby, E. & Zecker, L. (1991). The oral monologue as a form of emergent reading. In A. McCabe & C. Peterson (Eds), Developing narrative structures (pp. 175-213). Hillsdale, NJ: Erlbaum.

Sulzby, E. (1993). Literacy's future for all our children: Where is research in reading comprehension leading us? In A. Sweet & J. Anderson (Eds.), Reading research into the year 2000 (pp. 37-64). Hillsdale, NJ: Lawrence Erlbaum.

Sulzby, E., & Edwards, P. A. (1993). The role of parents in supporting literacy development of young children. In B. Spodek & O. N. Saracho (Eds.), Yearbook in early childhood education: Vol. 4, Early Childhood Language and Literacy (pp. 156-177). New York: Teachers College Press.

Sulzby, E. (1994). I thinked in my mind: Keeping young children's powerful thinking alive. In C. Collins-Block & J. Mangieri (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 304-323). Fort Worth, TX: Harcourt Brace Jovanovich.

Sulzby, E. (1994). Children's emergent reading of favorite storybooks. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading, 4th ed. (244-280). Newark, DE: International Reading Association.

Sulzby, E. (1994). Preface. In D. Dickinson & C. Snow, Bridges to literacy: Approaches to supporting child and family literacy. London: Basil Blackwell.

Sulzby, E. (1995) Assessment of emergent literacy: Storybook reading. In Reading assessment in practice: Book of readings. Newark, DE: International Reading Association. (Reprinted from The Reading Teacher, 44, 498-500).

Sulzby, E. (1995). Voorwoord. In A. G. Bus, Geletterde peuters en kleuters. Amsterdam: Boom.

Sulzby, E. (1996). Roles of oral and written language in children approaching conventional literacy . In C. Pontecorvo, M. Orsolini, B. Burge, & L. Resnick (Eds.), Early Text Construction in Children (pp. 25-46). Hillsdale, NJ: Erlbaum. (Revised and updated from the 1991 Italian version.).

Bus, A. G., & Sulzby, E. (1996). Becoming literate in a multicultural society. In J. Shimron (Ed.), Literacy and education: Essays in memory of Dina Feitelson (pp. 31-45). Norwood, NJ: Hampton Press, Inc.

Teale, W. H., & Sulzby, E. (1998). Literacy acquisition in early childhood: The roles of access and mediation in storybook reading. In D. A. Wagner (Ed.), Norwood, NJ: Hampton Press.

Kaderavek, J., & Sulzby, E. (2000). Emergent literacy issues for children with language impairment. In L. R. Watson, T. L. Layton, & E. R. Crais (Eds.), Handbook of early language impairments in children: Volume II, Assessment and treatment. New York: Delmar.
Also appears as CIERA Technical Report 2-002, Kaderavek and Sulzby (1999).

Sulzby, E. (1999). Language and Communication Issues. Children and Families in an era of rapid change. Proceedings of Head Start's Fourth National Research Conference Proceedings, 362-379.

Sulzby, E., & Teale, W.H. (in preparation). Emergent literacy and young children's written language development (tentative title). In J. Flood, J. Jensen, D. Lapp, & J. R. Squire (Eds.), The handbook of research in the teaching of the English language arts , 2nd Edition. New York: Longmans.

Articles and Other Refereed Publications

Elliot, S., & Tucker, E. Sulzby (1976). Reading instruction: A cooperative venture. Reading in Virginia, 4, 32-32.

Sulzby, E. (1978). Children's explanations of word similarities in relation to word knownness. National Reading Conference Yearbook, 27, 51-55.

Dowley, G., & Sulzby, E. (1978). The social origins of narrative skills. Psycholinguistics Newsletter, 3, 6-13.

Sulzby, E. (1979). Semantic salience in relation to word knownness. National Reading Conference Yearbook, 28, 49-54.

Sulzby, E. (1980). Using children's dictated stories to aid comprehension. The Reading Teacher, 33, 772-778.

Pudis, B., & Sulzby, E. (1980). Effects of three instructional techniques upon children's explanations of "What is a word?" National Reading Conference Yearbook, 29.

Sulzby, E. (1981). Crossing the bridge from pre-reading to reading. Early Years, 46, 38-39.

Sulzby E. (1982). Oral and written mode adaptations in stories by kindergarten children. Journal of Reading Behavior, 14, 51-59.

Sulzby, E., & Otto, B. (1982). "Text" as an object of metalinguistic knowledge: A study in literacy development. First Language, 3, 181-199.

Cox, B., & Sulzby, E. (1982). Evidence of planning in dialogue and monologue by five-year-old emergent readers. National Reading Conference Yearbook, 31, 143-150.

Otto, B., & Sulzby, E. (1982). Judging the emergent reading abilities of kindergarten children. National Reading Conference Yearbook, 31, 170-176.

Tinzmann, M., Cox, B., & Sulzby, E. (1983). Children's specification of context in told and dictated story productions. National Reading Conference Yearbook, 32, 267-274.

Sulzby, E. (1984, 1988). Reading and writing in kindergarten. In Kindergarten: What should be. Position paper prepared by the Committee on Public Policy, Chicago AEYC Commission on Child Development and Elementary Schooling. Chicago, IL: Chicago AEYC.

Cox, B., & Sulzby, E. (1984). Children's use of reference in told, dictated, and handwritten stories. Research in the Teaching of English, 18, 345-356.

Robinson, F., & Sulzby, E. (1984). Parents, children, and "favorite" books: An interview study. National Reading Conference Yearbook, 33, 54-59.

Sulzby, E. (1985). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.

Sulzby, E., & Teale, W. H. (1985). Writing development in early childhood. Educational Horizons, 64, 8-12. (Special edition on writing research.) Reprinted in Parents League Review, 1987, 21, 218-225.

Reuning, C., & Sulzby, E. (1985). Emergent storybook reading in high and low literacy background children. National Reading Conference Yearbook, 34, 310-319.

Friedman, L.B., & Sulzby, E. (1987). Cohesive harmony analysis. National Reading Conference Yearbook, 36, 297-305.

Sulzby, E., Barnhart, J., & Hieshima, J. (1988). Forms of writing and rereading: A preliminary report. (Technical Report No. 437, Center for the Study of Reading). Champaign-Urbana, IL: The University of Illinois. Also (1989) (Technical Report No. 20, Center for the Study of Writing). Berkeley, CA: University of California.

Kamberelis, G., & Sulzby, E. (1988). Transitional knowledge in emergent literacy. National Reading Conference Yearbook, 37, 95-106.

Cox, B. E., Shanahan, T., & Sulzby, E. (1990). The role of cohesion knowledge in elementary reading and writing. Reading Research Quarterly , 25, 47-65.

Sulzby, E. (1990, May). Writing and reading instruction and assessment for young children: Issues and implications. Paper commissioned by the Forum on the Future of Children and Families of the National Academy of Sciences and the National Association of State Boards of Education.

Sulzby, E. (1991). Assessment of emergent literacy: Storybook reading. The Reading Teacher, 44, 498-500.

Sulzby, E. (1991). Computers, emergent literacy, and young children: Bits and Bytes Column. News and Views on Reading, 35(4), 19.

Olson, K., & Sulzby, E. (1991). The computer as a social/physical environment in emergent literacy. National Reading Conference Yearbook, 40, 111-118.

Sulzby, E. (1992). Transitions from emergent to conventional writing: Research Directions. Language Arts, 68, 50-57.

Sulzby, E. (1992). Literacy's future for all our children: Where is research in reading comprehension leading us? Commissioned paper for the Department of Education/OERI on the reading research agenda into the year 2000.

Sulzby, E., Branz, C. M., & Buhle, R. (1993). Repeated readings of literature and LSES black kindergartners and first graders. Reading and Writing Quarterly: Overcoming Learning Difficulties, 9, 183-196.

Sulzby, E., & Lee, M.O. (1993). Children's emergent storybook reading: The long transition into conventional literacy. International Journal of Educational Research, 19(7), 17-24.

Hyon, S., & Sulzby, E. (1994). African-American kindergartners' spoken narratives: Topic associating and topic centered styles. Linguistics and Education, 6, 121-152.

Sulzby, E. , & Kaderavek, J. (1996). Parent-child language during storybook reading and toy play contexts: Case studies of normally developing and Specific Language Impaired (SLI) children. NRC Yearbook, 46, 257-269.

Nicholson, J., Lomangino, A.G., Young, S., & Sulzby, E. (1998). Influences of gender and open-ended software on first graders' collaborative composing activities on computer. Journal of Computing in Childhood Education, 9(1), 3-42.

Kaderavek, J., & Sulzby, E. (1998) Child joint book reading: An observational protocol for young children. American Journal of Speech-Language Pathology

Lomangino, A.G., Nicholson, J., & Sulzby, E. (1999). The influence of power relations and social goals on children's collaborative interactions while composing on the computer. Early Childhood Research Quarterly, 14(2), 197-228. Alao appears as CIERA technical report 2-005.

Kaderavek, J., & Sulzby, E. (2000). Narrative production by children with language impairment: Oral narratives and emergent readings. Journal of Speech Language and Hearing Research, 43(1), 34-49.

Kaderavek, E., & Sulzby, J. (submitted). Low versus high orientation toward parent-child book reading in children.

Gutman, L.M., & Sulzby, E. (2000). The role of autonomy-support versus control in the emergent writing behaviors of African American kindergarten children. Reading Research and Instruction.

Sulzby, E., Teale, W.H., Zecker, L.B., & Strasser, K. (under revision). Emergent Storybook Reading by Spanish-English Bilingual Children.

From Short Bio

Hyon, S., & Sulzby, E. (1994). African-American kindergartners' spoken narratives: Topic associating and topic centered styles. Linguistics and Education, 6, 121-152.

Kaderavek, J., & Sulzby, E. (1998). Parent-Child Joint Book Reading: An observational protocol for young children. American Journal of Speech-Language Pathology

Kaderavek, J., & Sulzby, E. (2000). Emergent literacy issues for children with language impairment. In L. R. Watson, E. R. Crais, & T. L. Layton, (Eds.), Handbook of early language impairments in children: Volume II, Assessment and treatment. New York: Delmar.

Kaderavek, J., & Sulzby, E. (2000). Narrative production by children with language impairment: Oral narratives and emergent readings. Journal of Speech Language and Hearing Research, 43(1), 34-49..

Nicholson, J., Gelpi, A., Young, S., & Sulzby, E. (1998). Influences of gender and open-ended software on first graders' collaborative composing activities on computers. Journal of Computing in Childhood Education, 9(1), 3-42.

Sulzby, E. (1994). Children's emergent reading of favorite storybooks: A developmental study. In R. B. Ruddell, M R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 244-280). Newark, DE: International Reading Association.

Sulzby, E. (1996). Roles of oral and written language as children approach conventional literacy. In C. Pontecorvo, M. Orsolini, B. Burge, & L. Resnick (Eds.), Early Text Construction in Children (pp. 25-46). Hillsdale, NJ: Erlbaum.

Sulzby, E., & Teale, W. H. (1991). Emergent literacy. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Vol 1 (pp. 727-757). New York: Longman.

Sulzby, E., & Teale, W. (in preparation). The development of the young child and the emergence of literacy. In J. Flood, J. Jensen, D. Lapp, & J. R. Squire (Eds.), The handbook of research in the teaching of the English language arts, Vol. II. New York, NY: Macmillan.

Sulzby, E., Teale, W. H. , Zecker, L. B., & Strasser, K. (in preparation) Bilingual children's Spanish-English emergent storybook readings.

Kaderavek, J., & Sulzby, E. (2000). Narrative production by children with language impairment: Oral narratives and emergent readings. Journal of Speech Language and Hearing Research, 43(1), 34-49.

In preparation:

Bus, A., & Sulzby, E. Dutch children's internalizations from repeated storybook readings.

Langattuta, K., & Sulzby, E. The development of literacy in the context of parent-child storybook writing: A case study of a three-year-old author.

Research Reports

Sulzby, E. (1981, August). Kindergarteners begin to read their own compositions: Beginning readers' developing knowledges about written language project. Final report to the Research Foundation of the National Council of Teachers of English.

Sulzby, E. (1982, September). Beginning readers' developing knowledges about written language. Preliminary report to the National Institute of Education.

Sulzby, E. (1983, September). Beginning readers' developing knowledges about written language. Final report to the National Institute of Education.

Sulzby, E. (1983, August). Children's emergent abilities to read favorite storybooks. Final report to the Spencer Foundation.
[Transcripts from the above two studies appear in CHILDes database.]

Sulzby, E., & Teale, W. H. (1984). Young children's storybook reading: Hispanic and Anglo families and children. Interim report to the Spencer Foundation.

Sulzby, E., & Teale, W. H. (1987, November). Young children's storybook reading: Longitudinal study of parent-child interaction and children's independent functioning. Final report to the Spencer Foundation.
[This report is also listed in Unesco Institute for Education's information network on literacy: "Unesco/UIE literacy network" 1991]

Sulzby, E. (1994, January). The computer as an evolving literacy tool: Final report to the Office of Educational Research and Improvement (OERI). (With Marilyn Shatz, Tamara Halle, and Jeffrey Spitulnik)

Critiques/Reviews

Sulzby, E. (1978). Reading comprehension and story grammars. Evanston, IL: The Deans' Network.

Sulzby, E. (1981). Review of D. Holdaway's The foundations of literacy. Journal of Reading Behavior, 13, 393-396.

Sulzby, E. (1983). Review of E. Ferreiro & A. Teberosky's, Literacy before schooling. Reading Psychology, 4.

Sulzby, E. (1983). Review of Ferreiro & Teberosky (1982), Scribner & Cole (1981), Scollon & Scollon (1981), and Taylor (1983). SIG-PSY-SOC Newsletter, 7-8.

Sulzby, E. (1985). Review of Language stories and literacy lessons. The Review of Reading Education.

Other Publications

Sulzby, E. (1987). Educational games for young children, Child Care Center, 3.

Sulzby, E. (1987, March). Should I be teaching my kindergartners to write? Let's find out. New York: Scholastic. (Reprinted October, 1987).

Sulzby, E. (1987, 1988, 1989). Parent Teaching Guides (Series). Games for Growing. International Games, Inc., and Children's Television Workshop.

Marzollo, J., & Sulzby, E. (1988). See Jane read! See Jane write! Parents Magazine, 63 (7), 80-84.

Sulzby, E. (1988). Interview as featured researcher. Wisconsin State Reading Association Journal, 31, 17-21.

Sulzby, E. (1988, 1990). Emergent literacy: Kindergartners write and read. (Videotape produced by Computers in Early Literacy (CIEL) Research Project). Ann Arbor, MI: The Regents of the University of Michigan and the North Central Regional Educational Laboratory. Distributed by the Agency for Instructional Technology, Bloomington, IN, 1990. [Winner, Awards Portfolio (Honorable Mention], Media & Methods, 1991]

Sulzby, E. (and others). Interview and article source for article titled "The Roots of Literacy," appearing in Psychology Today, June 1988, 20-22.

Sulzby, E. (1991, May/June). Big books and emergent literacy. Let's Find Out. New York: Scholastic.

Sulzby, E. (1991, March). Computers, literacy, and kindergartners. Let's Find Out. New York: Scholastic.

Sulzby, E. (1991, March). Review of Broderbund's Playroom. Let's find out. Scholastic.

Sulzby, E. (1990). Young children reading and writing? They all do! In D. Strickland (Ed.), Bright Start. Orlando, FL: Harcourt, Brace, Jovanovich.

Sulzby, E. (1993). Young children's writing: Let our children help us understand emergent literacy. Scholastic Pre-K Today

Sulzby, E. (1995). Foreword. Program Guide: Write Along. Atlanta: EduQuest/IBM. (Accompanies Write Along graphics/word processing program for young children)

Staff Development Videotape/Print Materials series:

Sulzby, E., Buhle, R., & Kaiser, E. (2000). It's KLP Time! Getting KLP Started in the Preschool and Kindergarten Classroom. Tape 1 of a 3 tape series, The Kindergarten Literature Program--KLP: Inviting Children to Read and Write the KLP Way. Production funded by the Comprehensive Center, Reg. VI, in collaboration with Elizabeth Sulzby and CIERA. (Officially available March 1, 2000).

Sulzby, E., Buhle, R., & Kaiser, E (Forthcoming). Patterns of Development in Children's Emergent to Conventional Reading. Tape 2 of a 3 tape series (above).

Sulzby, E., Buhle, R., & Kaiser, E (Forthcoming). KLP Writing: Patterns of Development in Children's Emergent to Conventional Writing. Tape 3 of a 3 tape series (above).

Selected Presentations

Sulzby, E. (1987, April). Teaching for literacy in the kindergarten: The impact of emergent literacy. In Researching the kindergarten curriculum, symposium conducted at the annual meeting of the American Educational Research Association, Washington, DC.

Sulzby, E. (1987, May). Assessment of emergent reading. Presentation in Preconference Institute on Emergent Literacy and Assessment, at the annual meeting of the International Reading Association, Anaheim, CA.

Sulzby, E. (1987, December). Instructional implications of emergent literacy research. Presentation at the 37th Annual National Reading Conference, St. Petersburg, FL.

Sulzby, E., & Vazquez, M. (1987, December). Differences in emergent storybook reading: The role of the oral monologue. Presentation at the 37th Annual National Reading Conference, St. Petersburg, FL.

Sulzby, E. & Teale, W. H. (1988, April). Young children's emergent storybook readings across two languages. Invited paper for the Special Interest Group on the Family at the annual meeting of the American Educational Research Association, New Orleans.

Barnhart, J. E., & Sulzby, E. (1988, April). Children's emergent reading of different kinds of texts. Presentation at the annual meeting of the American Educational Research Association, New Orleans.

Teale, W. H., & Sulzby, E. (1988, April). Patterns of parent-child interaction in emergent storybook reading. Presentation at the annual meeting of the American Educational Research Association, New Orleans.

Sulzby. E. (1988, May). Encouraging emergent writers. Presentation at the annual meeting of the International Reading Association, Toronto, Ontario, Canada.

Sulzby, E. (1988, June). The use of computers in emergent literacy classrooms. Invited paper for the 35th Annual Conference on Literacy, The University of Pittsburgh, Pittsburgh, PA.

Sulzby, E. (1988, June). Teacher implementations of emergent literacy techniques in early childhood classrooms. Presentation at the Twelfth World Congress on Reading, Queensland, Australia.

Sulzby, E., & Barro, L. (1988, September). Oral and written monologues as a form of emergent literacy knowledge. Invited Presentation at the conference, The teaching of LEP students: From Research to Practice, sponsored by the Upper Great Lakes Multifunctional Resource Center, Michigan State University, East Lansing, MI.

Sulzby, E. (1988, October). Roles of oral and written language in children approaching conventional literacy. Invited paper at the conference, Young children's text construction, The University of Rome, Psychology Department, Rome, Italy.

Sulzby, E. (1989, March). Emergent literacy and the transition to conventional literacy. Invited paper for the Piagetian Society Special Interest Group at the annual meeting of the American Education Research Association, San Francisco.

Sulzby, E. (1989, March). Graduate study: Socializing and being socialized into the academic community. Fireside chat for Graduate Students Special Interest Group at the the annual meeting of the American Education Research Association, San Francisco.

Sulzby, E. (1989, May). How about this new idea? A developmental perspective. In Instructional roles in early literacy, Literacy Development in Young Children symposium conducted at the annual meeting of the International Reading Association, New Orleans.

Sulzby, E. (1989, May). Reading and writing development in young children: Is literacy an emergent phenomenon? Invited presentation\ for the Midwestern Psychological Association, Chicago.

Sulzby, E. (1989, December). The transition to conventional literacy: Theoretical considerations. Presentation as part of the symposium, Emergent and conventional literacy: Issues in development and transition at the annual meeting of the National Reading Conference, Austin, TX.

Otto, B., & Sulzby, E. (1989, December). Emergent writing and rereading among "Academically Able" preschoolers. Presentation at the annual meeting of the National Reading Conference, Austin, TX.

Zecker, L. B., & Sulzby, E. (1989, December). Development in written language: Oral and written monologues in emergent storybook reading by bilingual children. Presentation at the annual meeting of the National Reading Conference, Austin, TX.

Sulzby, E. (1990, April). Discussant, Enhancing student and teacher success: Computer use in the primary grades symposium at the annual meeting of American Educational Research Association, Boston.

Sulzby, E. (1990, April) Critic at session on Emergent literacy: Sensemaking in interactive contexts at the annual meeting of the American Educational Research Association, Boston.

Sulzby, E. (1990, April). The computer as an emergent literacy tool. Presentation as part of the symposium, Crayons, cartwheels, and computers: Interactive technology and the young child, at the annual meeting of the American Educational Research Association, Boston.

Olson, K. O., & Sulzby, E. (1990, April). Issues in using the microcomputer as a writing tool in kindergarten and first grade classrooms. Presentation at the American Educational Research Association, Boston.

Bus, A., & Sulzby, E. (1990, April). The role of social interaction in LSES children's subsequent independent storybook reenactments. Presentation as part of the symposium, Methodological issues in emergent storybook reading with LSES children, at the annual meeting of the American Educational Research Association, Boston.

Sulzby, E., & Kamberelis, G. (1990, April). The effect of dialect differences in analyzing the language in LSES children's storybook reenactments. Presentation as part of the symposium, Methodological issues in emergent storybook reading with LSES children, at the annual meeting of the American Educational Research Association, Boston.

Sulzby, E. (1990, May). Current issues in literacy education for young children "at risk of academic failure": An emergent literacy perspective. Opening address at the preconference institute, Emergent literacy and at risk children, at the annual meeting of the International Reading Association, Atlanta.

Sulzby, E. (1990, June). Writing and reading instruction and assessment for young children: Issues and implications. Presented at Wingspread Conference on Assessment and Instruction in Early Childhood, Racine, WI.

Sulzby, E., & Olson, K. (1990, December). The computer as a social/physical environment in emergent literacy. Presentation as part of the colloquy, Pushing the boundaries of literacy and the implications for what counts as research, at the annual meeting of the National Reading Conference, Miami.

Sulzby, E. (1990, December). Computers as evolving literacy tools: A first-year report of Project CIEL. Presentation as part of the symposium, Cultural aspects of emergent literacy in urban schools, at the annual meeting of the National Reading Conference, Miami.

Fails, R., & Sulzby, E. (1990, December). Literacy in overage classrooms: Some effects of developmental kindergartens as retention. Presentation as part of the symposium, Pushing the boundaries of literacy and the implications for what counts as research, at the annual meeting of the National Reading Conference, Miami.

Sulzby, E. (1991, March). The role of adult-child interaction in emergent storybook reading. Presentation at the invitational conference on Intergenerational literacy: Developing literacy skills of children and adults. Teachers College, Columbia University, New York.

Shatz, M., Kamberelis, G., Halle, T., & Sulzby, E. (1991, April). Kindergartners' judgments of writing varying in conventionality. Presentation at the annual meeting of the Society for Research in Child Development, Seattle.

Sulzby, E. (1991, April). Discussant for the symposium on The social prerequisites of literacy development: Home and school experiences of preschool-aged children from low-income working class homes at the annual meeting of the American Educational Research Association, Chicago.

Sulzby, E. (1991, May). Computers as emergent literacy tools. Presentation at the Preconference Institute, Reading and writing in the twenty-first century: Where we want to be in nine years, at the annual meeting of the International Reading Association, Las Vegas.

Sulzby, E. (1991, May). Literacy's future for all our children. Invited presentation for IRA-OERI Co-Sponsored Discussion of the Reading Research Agenda into the Year 2000, at the annual meeting of the International Reading Association, Las Vegas.

Sulzby, E. (1991, August). Contexts in early schooling: A comparison of oral and written language in two situations. Paper in Symposium on Issues in Early Literacy. EARLI Conference, Turku, Finland.

Sulzby, E. (1991, November). Studying teacher beliefs in emergent literacy. Invited presentation at the Research Roundtable of the Standing Committee on Research at the annual meeting of the National Council of Teachers of English, Seattle.

Sulzby, E. (1992, April). Computers in early literacy. Invited presentation at the National Conference on Family Literacy: Achieving America's education goals through family literacy. Sponsored by the National Center for Family Literacy. Chapel Hill, NC.

Sulzby, E., & Spitulnik, J. (1992, April). Emergent literacy and the computer. Invited presentation, Research Roundtable for Basic Studies in Reading at the annual meeting of the American Educational Research Association, San Francisco.

Hyon, S., & Sulzby, E. (1992, April). Black LSES kindergartners' oral narratives: Style, structure, and tasks. Presentation at the American Education Research Association, San Francisco.

Dorfman, S., & Sulzby, E. (1992, April). Black LSES kindergartners' narrative styles across oral and written tasks. Presentation at the American Education Research Association, San Francisco.

Elijah, R., & Sulzby, E. (1992, April). From emergent to conventional literacy: LSES Black children's storybook reading. Presentation at the American Education Research Association, San Francisco.

Sulzby, E. (1992, April). Theoretical perspectives on the transition from emergent to conventional literacy of LSES black children. Presentation at the American Education Research Association, San Francisco.

Sulzby, E. (1992, May). Transitions in emergent literacy: Very young language learners become readers and writers. Invited presentation in the Symposium, Theoretical processes of reading: Update and new directions at the International Reading Association meeting, Orlando.

Sulzby, E. (1992, October). I thinked in my mind: Keeping young children's powerful thinking alive. Presentation at the IBM Watson Research Center Conference on Mindfulness. Palisades, New York.

Sulzby, E. (1992, October). Emergent literacy and computers. Sponsored by PIONEER Grant to M. van IJzendoorn from the Netherlands Organization for Scientific Research Leiden University, The Netherlands.

Sulzby, E. (1992, November). The role of parents in supporting literacy development of young children. Presentation in preconference session at the annual meeting of the National Association for the Education of Young Children, New Orleans.

Sulzby, E. (1992, December). Writing on and off the computer: Will technology mask developmental conflicts? Presentation at the symposium, Computers and the transition from emergent to conventional literacy at the National Reading Conference, San Antonio.

Spitulnik, J., & Sulzby, E. (1992, December). Issues in human-computer interface: What young children show us. Presentation at the symposium, Computers and the transition from emergent to conventional literacy at the National Reading Conference, San Antonio.

Juan, M., Thomas, L., & Sulzby, E. (1992, December). Storybook reading: On screen and in the lap. Presentation at the symposium, Computers and the transition from emergent to conventional literacy at the National Reading Conference, San Antonio.

Sulzby, E. (1992, December). Reading in the home and preschool: An emergent literacy perspective. Presentation at the Symposium, Situated literacy learning across the life-span: Continuities and discontinuities, sponsored by the National Center for Adult Literacy at the National Reading Conference, San Antonio.

Sulzby, E. (1993, May). I thinked in my mind. Presentation at the Symposium on Mindfulness and Literacy at the International Reading Association, Anaheim.

Sulzby, E. (1993, November). Emergent literacy assessment techniques as part of language assessment. Invited address (taped by Audio Archives) sponsored by the ASHA Foundation, at the conference of the American Speech and Hearing Association, Anaheim.

Sulzby, E. (1993, December). Researching the evolution of literacy in electronic media. Research workshop for the National Reading Conference, Charleston, SC.

Sulzby, E. (1994, March). Contributions of whole text processing to research in emergent literacy. Presentation to seminar sponsored by Human Development and Education, Tel Aviv University, Tel Aviv.

Morrison, L., & Sulzby, E. (1994, April). Emergent writing and motivation. Poster session, American Educational Research Association, New Orleans.

Sulzby, E. (1994, August). Implications of emergent literacy research for interventions in learning disabilities. Invited presentation to the International Academy for Research in Learning Disabilities (IARLD). Tromso, Norway.

Sulzby, E., & Hagtvet, B. (1994, August). Emergent literacy assessment techniques: Applications for special educators. Workshop (English and Norwegian) for the Theory to Practice Sessions, International Academy for Research in Learning Disabilities (IARLD). Tromso, Norway.

Sulzby, E. (1994, December). What children tell us about connected discourse. Annual meeting of the National Reading Conference, San Diego.

Sulzby, E. (1994, December). Emergent writing on and off the computer: A final report on Project CIEL (Computers in early literacy). Annual meeting of the National Reading Conference, San Diego.

Sulzby, E. (with J. Warner, J. Anderson, & Julie Nicholson) (1994, December). Demonstration of children's multimedia compositions: University of Michigan and Hillside Elementary School Bridging Partnership. Annual meeting of the National Reading Conference, San Diego.

Branz, C. M., & Sulzby, E. (1994, December). Emergent and conventional reading of storybooks in literature-based classrooms. Annual meeting of the National Reading Conference, San Diego.

Bus, A.G., & Sulzby, E. (1995, April). Children's internalizations from repeated storybook readings. Annual meeting of the Society for Research in Child Development, St. Louis.

Sulzby, E. (1995, May). Cross-curricular multimedia units: New applications of process writing and content area reading principles. Invited address for the SIG in Early Literacy Development, International Reading Association, Anaheim.

Sulzby, E. (1995, July). Multimedia design: Enriching the writing process across the elementary curriculum. Presentation at the Fordham University summer conference.

Bus, A.G., & Sulzby, E. (1995, August). Parent-children interaction during repeated storybook reading sessions. Meeting of the European Association for Research in Learning and Instruction (EARLI). The Netherlands.

Sulzby, E., & Hales, D. (1995, December). Old artifacts, new artifacts, and emerging multimedia literacies: Views from a fifth grade social studies class. National Reading Conference, New Orleans.

Kaderavek, J., & Sulzby, E. (1995, December). Parent-child language during emergent literacy and toy play contexts: Normal and specific language impaired (SLI) children. Presented at the National Reading Conference, New Orleans.

Sulzby, E. (1996, May). Multimedia and multiple literacies in elementary and middle school classrooms. Invited address to the Preconference for the National Reading Research Center, International Reading Association, Anaheim.

Sulzby, E., & Warner, J. (1996, July). Art and literacy through multimedia. Presentation for the Alumni Association of the School of Education (Art Fair Break), University of Michigan, Ann Arbor.

Sulzby, E., & Tessmer, A. (1996, October). Transforming instructional environments: Technology use in teacher/student/researcher collaborations. Conference on Literacy for the 21st Century, National Reading Research Center, University of Georgia and University of Maryland collaboration, Decatur, Georgia.

Kaderavek, J., & Sulzby, E. (1996, November). Language-impaired children as emergent readers: Joint perspectives. American Speech and Hearing Association annual meeting, Seattle.

Sulzby, E. (1997, March). Understanding emergent literacy: Contributions of cognitive/developmental psychology and social constructivism. American Educational Research Association, Chicago.

Langattuta, K., & Sulzby, E. (1997, April). The development of literacy in the context of parent-child storybook writing: A case study of a three-year-old author. Society for Research in Child Development, Washington, DC.

Sulzby, E. (1997, May). Multimedia and multiple literacies: A semiotic perspective. Preconference Institute on Content Area Reading, International Reading Association, Atlanta.

Snow, C. E., Burns, S., Griffin, M., Foorman, D., & Sulzby, E. (1997, November) NAS/NRC Committee on the Prevention of Reading Difficulties in Young Children: Process Report. National Council of Teachers of English, Detroit.

Sulzby, E. , & Kaderavek, J. (1997, December). Comparison of narrative genres in children with language impairment: Oral narratives and emergent readings. National Reading Conference, Scottsdale, AZ.

Sulzby, E. (1998, July). Language and communication. Symposium at Head Start's Fourth National Research Conference, Washington, DC.

Kaderavek, E., & Sulzby, J. (1998, November). Low versus high orientation toward literacy in children. American Speech-Language-Hearing Association, San Antonio.

Sulzby, E., & Tessmer, A. (1999, March). Balancing Affect and cognition in 8th graders scientific thinking and writing. Michigan Reading Association, Grand Rapids.

Sulzby, E., & Buhle, R. KLP/Kindergarten Literature Program in English and Spanish instruction classrooms. (1999, December). National Reading Conference.

Yonker, M., Strasser, K., & Sulzby, E. Emergent writing in Spanish-English bilingual kindergartens. (1999, December). National Reading Conference.

Sulzby, E. (2000, March). Oral and written language relationships in early literacy development. Conference on Literacy: Cross-Disciplinary Linkages Between Research and Practices to be sponsored by the American Speech/Language and Hearing Association (AHSA) and NICHD.

Sulzby, E., & Tessmer, A. (2000, April). Engaging students in scientific thinking and writing. NCTE Spring Conference, New York, NY.

Sulzby, E., & Strasser, K. (2000, April). Spanish and English emergent storybook readings by children in Spanish-English bilingual and English monolingual kindergartens. American Educational Research Association, New Orleans.

Strasser, K., & Sulzby, K. (2000, April). Spontaneous transfer of basic reading skills between L1 and L2 in bilingual first graders. American Educational Research Association, New Orleans.

Grant and Program Proposal Reviewing

Administration on Aging, Adult Literacy Panel

AERA, Division C, Sections 1, 2, 4, 7

AERA, SIG's: Basic Research in Reading; Language Development; Writing

IRA Elva Knight Research Grants reader

IRA Program Reviews, Research Strand

MacArthur Foundation, Site Visitor

NCTE, Research Strand

NIE/OERI Reader and Panel Member

NRC Program Committee

NSF, US-Israel Binational Research Foundation

Research Roundtable, National Council of Teachers in English

Spencer Foundation

W. T. Grant Foundation

OERI Panel on Priorities for Early Reading Center

OERI review: Every Child A Reader

NICHD site visits and reviews: Development of English Literacy in Spanish-Speaking Children

Research Colloquia, Academic

Columbia University, Teachers College

Fordham University

InterAmerica Discourse Analysis Project, Tucson, Arizona

Iowa State University

Child Development

Leiden University, The Netherlands

Michigan State University

School of Education
English Department

National Academy of Sciences

National College of Education

Northern Illinois University

Northwestern University

Linguistics Department
Language & Cognition

Oakland University

Ohio State University

Ohio University

Rutgers University

Tel Aviv University, Israel

Tulane University

University of Arizona

University of Cincinnati

University of Illinois, Chicago

School of Education
English Department

University of Illinois, Urbana

Center for the Study of Reading

University of Michigan

School of Education
Developmental Psychology
Michigan Program, and others

University of Pennsylvania

University of Pittsburgh

University of Rome, Italy

Psychology Department, "La Sapienza"

University of Texas, Austin

University of Texas, San Antonio

University of Toledo

University of Wisconsin, Madison

Vanderbilt University, Peabody College of Education

Research Colloquia/Panels, Publishing/Business

Houghton-Mifflin Company

International Business Machines/EduQuest

Jostens Learning Corporation

The Learning Company

Macmillan/Laidlaw

Macmillan/McGraw-Hill

McGraw-Hill

Harcourt Brace Jovanovich

Rigby

Scott Foresman

Zaner Bloser

Keynote Addresses and Featured Speaker

World Congress of Reading, Gold Coast, Australia

Western Regional IRA, Anchorage, Alaska

California Reading Association

Colorado State Reading Association

Illinois Reading Conference

Iowa State Reading Association

Kansas Reading Association

Las Vegas/Clark County Early Childhood Conference

Michigan Association of State and Federal Program Specialists

Michigan Reading Association

Minnesota Reading Association

Missouri State Reading Association

Missouri-Lift

Nebraska State Reading Association

Silver State (Nevada) IRA

New Jersey State Spring Reading Conference

South Carolina Reading Association

Vermont Leadership Conference

Virginia Association for Early Childhood Education

Virginia State Reading Association

Wyoming Reading Association

Improving America's Schools 1998-99 (Portland, Denver, Nashville)

Former Doctoral Students:

Dr. Pamela Adelman, Barat College, Illinois

Dr. Martha Adler, Research Associate, Center for the Improvement of Early Reading Achievement (CIERA), University of Michigan.

Dr. June Barnhart, Associate Professor (tenured), Northern Illinois University

Dr. Beverly Cox, Professor (tenured), Purdue University

Dr. Joyce Hieshima, Assistant Professor, Northeastern Illinois University

Dr. Diane Holt-Reynolds, Assistant Professor, Michigan State University

Dr. George Kamberelis, Assistant Professor, University of Illinois, Champaign-Urbana; Associate Professor, Purdue University

Dr. Gilliam Dowling McNamee, Erikson Institute, Loyola University

Dr. Beverly Otto, Professor (tenured), Northeastern Illinois University

Dr. Nancy Phillips, Associate Professor (tenured), Longwood College, Virginia

Dr. Liliana Barro-Zecker, Post-doctoral Fellow to Dr. Karen Fuson, Northwestern University; Post-doctoral Fellow to Dr. Christine Pappas, University of Illinois, Chicago; Assistant Professor, DePaul University.

Dr. Moon-Ok Lee, Assistant Professor, Sungshin Women's University, Seoul, Korea

Post-Doctoral Fellow

Joan N. Kaderavek, Ph. D., Speech-Language Pathology, Bowling Green State University

1993-94: Research Training in Emergent Literacy

1994-97: "Literacy Contexts and Oral Language in SLI (Specifically Language Impaired) Children," post-doctoral grant, U. S. Department of Health and Human Services, Public Health Service, NIH, National Research Service Awards (Communicative Sciences)

1998-present: Assistant Professor of Speech-Language Pathology, Eastern Michigan University

Elizabeth Sulzby, Ph.D. 1555 Scio Church Road
University of Michigan Ann Arbor, MI 48103
School of Education
610 East University
Ann Arbor, MI 48109-1259 esulzby@umich.edu

University office phone: 734-647-0609
Secretary, Dianne Haft 734-615-1531
Univ. FAX 734-647-9158

Home office 734-663-7007
Home FAX 734-663-0066

Professor of Education: affiliated with Literacy, Language, and Culture;
Early Childhood, Educational Technology and Literacy;
also Center for the Improvement of Early Literacy Achievement/CIERA.