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Juel,
Connie
Professor of Education |
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"In observing classroom instruction in 13 kindergarten and 13 first-grade classrooms we found some classrooms in which over 60% of language arts activities focused exclusively on letter-sounds, with little, if any, reference to the meanings of the words being decoded (Juel, et al., 2003). That is a serious problem for at least two reasons. First, phonics, or sounding-out words, is based on the assumption that children know the meanings of the words they are decoding. Phonics only works if the string of produced letter-sounds approximates a recognizable word. In too many cases, that assumption is being violated. Second, such large amounts of time spent on letters-sounds means less time on developing oral vocabulary and knowledge. Development of oral vocabulary is a serious problem."
-from Juel, C. (2006). The impact of early school experiences on initial reading. In S. Neuman & D. Dickinson (Eds.) Handbook of early literacy research, Vol. 2. (pp. 410-426). New York: Guilford.
Connie Juel's research centers on literacy acquisition, especially as it is affected by school instruction. She is noted for both her longitudinal research on reading development, often following children across multiple school years, and her work on interventions to help struggling readers. She was awarded the National Reading Conference's Oscar Causey Award for outstanding contributions to reading research (2002) and was elected to the Reading Hall of Fame by the International Reading Association (2001). |
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* PhD (Educational Psychology), Stanford;
* MA (Curriculum and Instruction), Stanford;
* California Standard Life Teaching Credential, College of Notre Dame;
* BA (Spanish), Stanford, |
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* Professor, Harvard Graduate School of Education, Human Development and Psychology, Language and Literacy, and Director of the Jeanne Chall Reading Lab, 1999-2003;
* Thomas G. Jewell Eminent Scholar Professor of Education, University of Virginia, 1991-1999;
* Assistant Professor to Professor, Joint Appointment in Curriculum and Instruction and Educational Psychology, University of Texas at Austin, 1978-1991;
* Assistant Professor, Educational Psychology, University of Idaho, 1977-1978;
* Elementary School Teacher, Redwood City, California, 1970-1973 |
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| * Since 2003 |
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* Effects of early elementary school instruction, and specific interventions, on literacy and language growth (with Paula England).
* Longitudinal study of literacy development from preschool through first grade. Focus on classroom factors in 13 kindergarten and 13 first grade classrooms that affect growth across the years in children with different entering skill and language profiles. |
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* Tutoring: Seeing a child through literacy, (EDUC 103a/203a, SOC 103a/203a with Paula England)
* http://studentaffairs.stanford.edu/haas/ravenswoodreads
* Becoming Literate in School I, II, III (STEP 228E, 228F, 228G)
* Literacy Development and Instruction (EDUC 258) |
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* Juel, C. (2010). Taking a long view of reading development. In M. McKeown & L. Kucan (Eds.), Bringing Reading Research to Life (pp. 11-32). New York: Guilford.
* Johnston, F. R., Invernizzi, M., Juel, C., & Lewis-Winston, D. (2009). Book buddies: A tutoring framework for struggling readers (2nd ed.). New York: Guilford.
* Graves, M., Juel, C., & Graves, B., (2007). Teaching reading in the 21st Century (4th ed.). Boston, MA: Allyn & Bacon.
* Juel, C. (2006). The impact of early school experiences on initial reading. In D. K. Dickinson & S. B. Neuman ( Eds.), Handbook of early literacy research, Vol. 2. (pp. 410-426). New York: Guilford.
* Snow, C. & Juel, C. (2005). Teaching children to read: What do we know about how to do it? In M. Snowling, & C. Hulme (Eds.), The science of reading (pp. 501-520). Oxford: Blackwell.
* Juel, C., & Minden-Cupp (2004, 2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492. (Reprinted in R. Ruddell & N. Unrau (Eds.). Theoretical models and processeses of reading, 5th edition).
* Juel, C. & Deffes, R. (2004). Making words stick. Educational Leadership, 61, 30-34.
* Konold, T. R., Juel, C., McKinnon, M., & Deffes, R. (2003). A multivariate model of early reading acquisition. Applied Psycholinguistics, 24, 89-112.
* Juel, C., Biancarosa, G., Coker, D., & Deffes. R. (2003). Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, 60, 12-18. |
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* Faculty Director, Haas Center for Public Service: Ravenswood Reads, http://studentaffairs.stanford.edu/haas/ravenswoodreads
* Member, Editorial Board, Reading Research Quarterly
* National Advisory Board, Language and Literacy Series, Teachers College Press
* Advisor, Sesame Workshop, The New Electric Company, on PBS |
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* Phone: (650) 724 5281
* Email: cjuel@stanford.edu
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