Faculty & Staff

Taffy E. Raphael, PhD

Professor

Taffy E. Raphael is professor of Literacy Education. Raphael’s research interests include strategy instruction in comprehension and writing, and frameworks for literacy curriculum and instruction (e.g., Book Club Plus). She directed Partnership READ (2002-2011), a school-university partnership to improve literacy instruction through professional development, which was recognized with the American Association of Colleges of Teacher Education’s 2006 Best Practices Award for Effective Partnerships. 

She has published several books, and more than 100 articles and chapters. She received International Reading Association’s Outstanding Teacher Educator in Reading Award in 1997, the 2007 University of Illinois at Urbana-Champaign Distinguished Alumni Award, and the 2008 National Reading Conference Oscar Causey Award for Lifetime Contributions to Literacy Research. She has been a Fellow of the National Council of Research in Language and Literacy since 1996, and member of the Reading Hall of Fame since 2002. She served on the Board of Directors of International Reading Association (2007-2010).

Education

1981 - PhD, University of Illinois at Champaign-Urbana, Education
1977 - MEd, University of North Carolina at Greensboro, Reading
1970 - BS, Michigan State University, Elementary Education / Social Science

Research & Teaching Interests

Taffy E. Raphael, Ph.D., Professor of Literacy Education at the University of Illinois at Chicago and a member of the Literacy, Language, and Culture program faculty, conducts research on literacy and school change. She directed Partnership READ, a nine-year project to improve literacy instruction through professional development, receiving the American Association of Colleges of Teacher Education’s Best Practices Award for Effective Partnerships. She received International Reading Association’s Outstanding Teacher Educator in Reading Award, Distinguished Alumni Awards from both the UI-UC and UNC-G, and the Literacy Research Association Oscar Causey Award for Lifetime Contributions to Literacy Research. A member of the Reading Hall of Fame, she served on the Board of Directors of International Reading Association and the Board, Treasurer, and President of Literacy Research Association.

Selected Publications

Au, K. H., & Raphael, T. E. (2007). Classroom Assessment and Standards-Based Change. In J. Paratore & R. McCormack (Eds.), Classroom Literacy Assessment: Making Sense of What Students Know and Do. Newark, DE: International Reading Association. 

Pearson, P. D., Raphael, T. E., Benson, V. L., & Madda, C. L. (2007). Balance in the Literacy Curriculum: Then and Now. In L. B. Gambrell & L. M. Morrow (Eds.), Best Practices in Literacy Instruction (3rd ed.). New York: Guilford Press. 

Raphael, T. E., & Au, K. H. (2006). QAR Now: Question Answer Relationships. New York: Scholastic. 

Brock, C. H., & Raphael, T. E. (2005). Windows into language, literacy, and culture: Insights from an English language learner . Newark, DE: International Reading Association. 

Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grade and content levels. The Reading Teacher. 59(3), 206-221. 

Au, K.H., Hirata, S.Y., & Raphael, T.E. (2005). Inspiring literacy achievement through standards. The California Reader, 39 (1), 5-10. 

Raphael, T. E., Florio-Ruane, S., George, M., Highfield, K., & Hasty, N. (2004). Book Club Plus: A literacy framework for primary grades. Littleton, MA: Small Planet Communications, Inc. 

Florio-Ruane, S., Raphael, T. E., Highfield, K., & Berne, J. (2004). Reengaging youngsters with reading difficulties by means of innovative professional development. In D. S. Strickland & M. L. Kamil (Eds.), Improving reading achievement through professional development (pp. 129-148). Norwood, MA: Christopher-Gordon Publishers Inc. 

George, M. A., Raphael, T. E., & Florio-Ruane, S. (2003). Connecting children, culture, curriculum, & text. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 308-332). Newark, DE: International Reading Association. 

Raphael, T. E., Johnston, M., Pocius, C., Highfield, K., Pentzien, K., Brimmer, K., & George, M. (2003). Questioning practices in the classroom. In B. Guzzetti (Ed.), Literacy in America: An encyclopedia. Santa Barbara, CA: ABC-CLIO Publishers. 

Florio-Ruane, S. & Raphael, T. E. (2002). Teaching every child to read: Professional development guide. University of Michigan Ann Arbor: Center for the Improvement of Early Reading Achievement. 

Raphael, T. E., Pardo, L. S., & Highfield, K. (2002). Book Club: A literature-based curriculum. Littleton, MA: Small Planet Communications, Inc. (2nd Edition) ([first edition Raphael, Pardo, Highfield, & McMahon, 1997] 

Raphael, T. E. (Winter, 2002). Book Club: Tackling a problem of practice in literacy instruction. Editor - Illinois Reading Council Journal and Michigan Reading Journal special issue on Book Club.

Raphael, T. E., Kehus, M., & Damphousse, K. (2001). Book Club for middle school. Lawrence, MA: Small Planet Communications, Inc. 

Raphael, T. E. (2001). Literacy teaching, literacy learning: Lessons from the Book Club Plus project (NRC Presidential Address). National Reading Conference Yearbook, 50, pp. 1 - 20. 

Florio-Ruane, S., Berne, J., & Raphael, T. E. (2001). Teaching literature and literacy in the eye of reform: A dilemma in three acts. The New Advocate, 14(3), 197-210. 

Raphael, T. E., Florio-Ruane, S., Kehus, M., George, M., Hasty, N., & Highfield, K. (2001). Thinking for ourselves: Literacy learning in a diverse teacher inquiry network. The Reading Teacher, 54(6), 506-607. (also online@CIERA 00-07). 

Raphael, T. E., Florio-Ruane, S., & George, M. (2001). Book Club Plus: A conceptual framework to organize literacy instruction. Language Arts, 79(1), 159-168.

Raphael, T. E., & Gavelek, J. R. (2001). Book Clubs for Children B. E. Cullinan & D. G. Person (Eds.), Encyclopedia of Children's Literature. NY: Continuum International Publishing Group. 

Raphael, T. E., Damphousse, K., Highfield, K., & Florio-Ruane, S. (2001). Understanding culture in our lives and work: Teachers literature study in the Book Club Program. To appear in P. R. Schmidt & P. B. Mosenthal (Eds.), Literacy in the New Age of Pluralism and Multiculturalism, Volume 9, Advances in Reading/Language Research (pp. 367-387). Greenwich, CT: Information Age Publishing Inc. (Also online@CIERA 00-02) 

Raphael, T. E. (2001). Book Club workshop: Learning about language and literacy through culture. In J. Many (Ed.), Instructional practices for literacy teacher-educators. (pp.. 39-49). Mahwah, NJ: Erlbaum. 

Taylor, B. M., Anderson, R. C., Au, K. H., & Raphael, T. E. (2000). Discretion in the translation of research to policy: A case from beginning reading. Educational Researcher, 29, 16-26. 

Gavelek, J. R., Raphael, T. E., Biondo, S. M., & Wang, D. (2000). Integrated literacy instruction. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3) (pp. 587-607). NJ: Erlbaum. 

Glazier, J., McVee, M., Wallace-Crowell, S., Shellhorn, B., Florio-Ruane, S,. & Raphael, T. E. (2000). Teacher learning in response to autobiographical literature. In Karolides, N. (Ed.), Reader response in secondary and college classrooms (2nd Edition) (pp. 287-310). Mahwah, NJ: Erlbaum

Hammond, W. D., & Raphael, T. E. (1999). Literacy instruction for the millennium. Joint publication of the Center for the Improvement of Early Reading Achievement (Ann Arbor: Univeristy of Michigan) and the Michigan Reading Association (Grand Rapids). 

The Book Club Plus Network (1999). What counts as teacher research?: An essay. Language Arts, 77(1), 48-52. (Also online@CIERA 00-05) 

Pearson, P. D., & Raphael, T. E. (1999). Toward a more complex view of balance in the literacy curriculum. L. Morrow & L. Gambrell (Eds.), Balanced Literacy Instruction. NY: Guilford 

Raphael, T. E., & Au, Kathryn H. (Eds.) (1998). Literature-based instruction: Reshaping the curriculum. Newton, MA: Christopher Gordon Publications. 

Hiebert, E. H., & Raphael, T. E. (1998). Early literacy instruction. Ft. Worth, TX: Harcourt Brace. 

Raphael, T. E., Gavelek, J. R., & Daniels, V. (1998). Developing students talk about text.: An initial analysis in a fifth-grade classroom. National Reading Conference Yearbook, 47, pp. 116-128. 

Raphael, T. E. (1998). Balanced instruction and the role of classroom discourse. In F. Lehr & J. Osborn (Eds.), Literacy for all: Issues in teaching and learning (pp. 134-169). NY: Guilford Press. 

Raphael, T. E., Brock, C. H., & Wallace, S. (1998). Encouraging quality peer talk with diverse students in mainstream classrooms: Learning from and with teachers. In J. R. Paratore & R. McCormack (Eds.), Peer talk in the classroom: Learning from research. Newark, DE: International Reading Association. 

McMahon, S. I. & Raphael, T. E., with V. J. Goatley & L. S. Pardo (1997). The Book Club connection: Literacy learning and classroom talk. NY: Teachers College Press. 

Raphael, T. E., & Brock, C. H. (1997). Instructional research in literacy: Changing paradigms. [Research Review Plenary Address]. In C. Kinzer, D. Leu, & K. Hinchman (Eds.), Inquiries in literacy theory and practice (pp. 13-36). Chicago, IL: National Reading Conference. 

Florio-Ruane, S.; Raphael, T. E., Glazier, J., McVee, M., & Wallace, S. (1997). Reading, writing, and talk about autobiography: The education of literacy teachers. In C. Kinzer, D. Leu, & K. Hinchman (Eds.), Inquiries in literacy theory and practice (pp. 452-464). Chicago, IL: National Reading Conference. 

McMahon, S. I., & Raphael, T. E. (1997). Theory and research underlying the Book Club program. In S. I. McMahon & T. E. Raphael (Eds.), The Book Club connection: Literacy learning and classroom talk (pp.3-25). New York: Teachers College Press, Columbia University. 

Bisesi, T. L., & Raphael, T. E., (1997). Aligning curriculum, instruction, and assessment in the Book Club program. In S. I. McMahon & T. E. Raphael (Eds.), The Book Club connection: Literacy learning and classroom talk (pp. 184-204). New York: Teachers College Press, Columbia University. 

Raphael, T. E., & Goatley, V. J. (1997). Creating literacy communities through "community share." In S. I. McMahon & T. E. Raphael (Eds.), The Book Club connection: Literacy learning and classroom talk (26-46). New York: Teachers College Press, Columbia University. 

Raphael, T. E., & Boyd, Fenice B. (1997). Writing for reflection and understanding: A Book Club Program component. In S. I. McMahon & T. E. Raphael (Eds.), The Book Club connection: Literacy learning and classroom talk (pp. 69-88). New York: Teachers College Press, Columbia University. 

Hiebert, E. H. & Raphael, T. E.(1997). Literacy and educational psychology. In R. Calfee & D. Berliner (Eds), Handbook of educational psychology (pp 550-602). NY: MacMillan Publishers. 

Raphael, T. E., & Hiebert, E. H. (1996). Creating an integrated approach to literacy instruction. Ft. Worth, TX: Harcourt Brace. 

Honors & Awards

2007 - Distinguished Alumni Award, University of Illinois at Urbana-Champaign, (award: April, 2007) 

2006 - Best Practices Award for Effective Partnerships, February 2006, American Association of Colleges of Teacher Education. 

2002 - Reading Hall of Fame, International Reading Association, 2002 

2000 - Oakland University Research Excellence Award, (awarded September, 2000) 

1996 - Outstanding Teacher Educator in Reading, awarded by the International Reading Association, May, 1996 

1996 - Fellow, National Council of Research in Language and Literacy, granted Fall, 1996.

1992 - Research Awards Address: Myths and Realities of Literature-Based Instruction. International Reading Association, May, 1992 

1988 - Research Award, Michigan Reading Association, March 1988 

1987 - Teacher/Scholar Award, Michigan State University, February 1987 

1981 - Outstanding Dissertation Award Finalist, International Reading Association, May 1981: The effect of metacognitive awareness training on children's question-answering behavior.