Edward B. Fry Book Award​

History of the Award


The purpose of the Edward B. Fry Book Award is to recognize LRA members who author a book on literacy research and practice. The award was established by Edward B. Fry who contributed a fund to support it. The first award was presented in 1995. An award seal was designed and used for the first time in 2000.

Criteria for Consideration


Eligibility for the award is limited to current members of LRA who have written or been one of several authors of a book.  The book must have a copyright date within 5 years of the date when the award is made.


The book that receives the award will:


• Advance knowledge about literacy

• Display inquiry into literacy

• Show responsible intellectual risk taking

Procedures for Nominations


Letters of nomination and a copy of the nominated book must be sent to the Chair before May 15th. Nomination letters must directly address the ways in which the nominated book meets the criteria outlined above. Letters cannot simply reiterate the endorsements or summaries designed to promote the text. Self-nominations are accepted. A book may be re-nominated if it has been previously nominated but did not win the award.

Review Process


Once nominations are received, the Chair reviews them to make sure they are eligible in terms of authorship and copyright date. The Chair contacts the publishers of the books to secure review copies for all Committee members. Publishers may send books directly to Committee members or send copies to the Chair to distribute. The Chair sends review and ranking forms to Committee members and information about the deadline for returning them. Committee members may e-mail their reviews and ranking information but also must send the forms to the Chair for the archives. When review and ranking forms are received from all Committee members, the Chair tallies the ranking forms, averages the scores, and determines the award winner. The Chair then notifies the recipient of the award, Committee members, and the Executive Director, emphasizing that the information is not to be revealed until the presentation at the Annual Conference. Notification should occur no later than October 1st.

Presentation of Award


The Edward B. Fry Book Award is presented at the annual conference and the author receives a plaque, a monetary award. The monetary award will be in the amount of 5 percent of the principal in the Fund. If there is more than one author, the amount will be distributed equally among co-authors.

Award Committee

Christina Dobbs


Chair, (2023 – 2026)

Rachel Salas


Committee Member, (2023- 2026)

Michelle Schira Hagerman                             mhagerma@uottawa.ca

Committee Member, (2021-2024)

Jessica Murdter-Atkinson


Committee Member, (2023 – 2026)

Freddy Hiebert
Committee Member, (2021-2024)

Kristen White 


Committee Member (2022 – 2025)

Lynne Watanabe



Committee Member, (2022 – 2025)

Lindsey Moses 


Committee Member (2023 – 2026)

Award Winners

Reading development in a second language: Theoretical, empirical, & classroom perspectives

Elizabeth Bernhardt


Exchanging writing, exchanging cultures: Lesson in school reform from the United States and Great Britain

Sarah Warshauer Freedman


Handbook of literacy and technology: Transformations in a post-typographic world

David Reinking, Michael McKenna, Linda Labbo, Ronald Kieffer


Inside city schools: Investigating literacy in multicultural classrooms

Sara Warshauer Freedman, Elizabeth Radin Simons, Julie Shallhope Kalnin, Alex Casareno, and the M-CLASS


Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative

Susan Florio-Ruane


Literary Practices as Social Acts: Power, status, and Cultural Norms in the Classroom

Cynthia J. Lewis


Why reading literature in school still matters: Imagination, interpretation, insight

Dennis J. Sumara


A critical discourse analysis of family literacy practices: Power in and out of print

Rebecca Rogers


Handbook of Reading Research

P. David Pearson, Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal


African American literacies

Elaine Richardson


All American Yemeni girls: Being Muslim in a Public School

Loukia K. Sarroub


Culturally contested pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents

Guofaang Li


Reframing sociocultural research on literacy: Identity, agency, and power

Cynthia J. Lewis, Patricia E. Enciso, Elizabeth Birr Moje


Storytime: Young children’s literary understanding in the classroom

Lawrence R. Sipe


Handbook of adolescent literacy research

Leila Christenbury, Randy Bomer, & Peter Smagorinsky


The Rhetoric of Teaching: Understanding the Dynamics of Holocaust Narratives in an English Classroom

Mary M. Juzwik


Change is Gonna Come: Transforming literacy Education for African American students

Patricia A. Edwards, Gwendolyn Thompson McMillon, Jennifer D. Turner


Empowering Struggling Readers: Practices for the Middle Grades

Leigh Hall, Leslie David Burns, & Elizabeth Edwards


Culturally Contested Literacies: America’s “Rainbow Underclass” and Urban School

Guofang Li


Critical Digital Literacies as Social Praxis: Intersections and Challenges

JuliAnna Ávila & Jessica Zacher Pandya


Visual Journeys through Wordless Narratives: An International Inquiry with Immigrant Children and the Arrival

Carmen Martínéz-Roldan, Evelyn Arizpe, Teresa Colomer


Literacy Theories for the Digital Age

Kathy A. Mills


Partnering with Immigrant Communities: Action through Literacy

Gerald Campano, Maria Paula Ghiso, Bethany J. Welch


Reading the Rainbow: LGBTQ-inclusive Literacy Instruction in the Elementary Classroom

Caitlin R. Ryan & Jill Hermann-Wilmarth


Teaching Transnational Youth—Literacy and Education in a Changing World

Allison Skerrett


Writing for Love and Money: How Migration Drives Literacy Learning in Transnational Families

Kate Vieira


Transcultural Literacies: Re-visioning Relationships in Teaching and Learning

Karen Magro & Michelle A. Honeyford



Engaging Literate Minds: Developing Childen’s Social, Emotional, and Intellectual Lives, K-3

Peter Johnston, Kathy Champeau, Andrea Hartwig, Sarah Helmer, Merry Komar, Tara Krueger, and Laurie McCarthey

Compose Our World: Project-Based Learning in Secondary English Language Arts

Alison G. Boardman, Antero G. Garcia, Bridget Dalton, and Joseph L. Polman


Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces

Detra Price-Dennis & Yolanda Sealey-Ruiz



Whitewashed Critical Perspectives: Restoring the Edge to Edgy Ideas

Catherine Compton-Lilly, Tisha Lewis Ellison, Kristen Perry, and Peter Smagorinsky

Understanding the Transnational Lives and Literacies of Immigrant Children

Jungmin Kwon

Teaching English in Rural Communities Toward a Critical Rural English Pedagogy

Robert Petrone &
Allison Wynhoff Olsen