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Full Vita (about 20 pages)

CURRICULUM VITAE

KATHRYN HU-PEI AU

Phone: (808) 956-9828
Fax: (808) 737-3349
E-mail: kathy@kathyau.com

University of Illinois, Urbana-Champaign, Ph.D. in educational psychology, 1980
University of Hawaii at Manoa, Honolulu, M.A. in psychology, 1976
University of Hawaii at Manoa, Honolulu, Professional diploma in elementary education, 1971
Pembroke College in Brown University, Providence, A.B. in European history, cum laude, 1969

Dai Ho Chun Professor of Education, College of Education, University of Hawaii

Major tasks include teaching literacy courses at the undergraduate and graduate levels, coordinating an elementary teacher education cohort for the Leeward Coast of Oahu, supervising the field experiences of these students, conducting research in classrooms with Native Hawaiian children, advising graduate students, and consulting in public schools. Interim director, Elementary and Early Childhood Teacher Education Program, 1997-98.

1980 - 1995

Educational Psychologist, Kamehameha Elementary Education Program (KEEP), Kamehameha Schools, Honolulu, Hawaii

Responsible for overall development of the KEEP language arts curriculum, used in nine public schools. Developed a whole literacy curriculum and portfolio assessment system. Carried out related research, including program evaluation. Prepared curriculum guides. Conducted inservice sessions, including workshops and retreats. Organized teacher networks and consulted with individual teachers.

Served as a department head in the Early Education Division, reporting to the division director. Supervised curriculum support staff (from four to ten individuals). Prepared and administered department budget. Coordinated projects with other departments.

1978-79

Research Assistant, Center for the Study of Reading, University of Illinois, Urbana-Champaign

While completing doctoral studies, conducted classroom-based research projects and videotape analyses.

1971 - 1980

Educational Specialist, Kamehameha Elementary Education Program (KEEP), Kamehameha Schools, Honolulu, Hawaii

Classroom teacher in grades K-3 with additional responsibilities for curriculum development and research.

1998 - Elected to Reading Hall of Fame

1998 - Oscar S. Causey Award, National Reading Conference, for distinguished contributions to reading research

1996 - Elected Fellow, National Conference on Research on Language and Literacy

1989 - Distinguished Scholar, AERA Standing Committee on the Role and Status of Minorities in Educational Research and Development

1980 - National Scholar Award, National Association for Asian and Pacific American Education

1980 - Finalist, Outstanding Dissertation Competition, International Reading Association

1978-79 -University Fellowship in Education, University of Illinois at Urbana-Champaign

1978 -Predoctoral Fellow, Institute for Comparative Human Development, Rockefeller University, New York, NY

1998-99 - Co-chair, Design/Review Team, System-wide Comprehensive Needs Assessment, Hawaii State Department of Education

1996-98 - Writing Development Committee, National Assessment of Educational Progress, Educational Testing Service

1992-94 - National Advisory Board, Standards Project for English/Language Arts

1992-93 - Item Development Panel, 1994 Reading Assessment, National Assessment of Educational Progress, Educational Testing Service

1991-93 - English/Language Arts Advisory Panel, New Standards Project

1990-95 - Advisory Board, National Center for Research on Cultural Diversity and Second Language Learning

1989- present - Advisory Board, Language and Literacy Series, Teachers College Press

1988-89 - Review Panel, Elementary Literacy Assessment, Teacher Assessment Project, School of Education, Stanford University

1988-89 - Objectives Panel, 1990 Reading Assessment, National Assessment of Educational Progress, Educational Testing Service

1987-88 - National Evaluation Panel, Ohio Reading Recovery Program

1987- present - Usage Panel, American Heritage Dictionary

1985 - Lt. Governor's Council on Literacy, State of Hawaii

Refereed Journal Articles

Au, K.H.  (in press).  Cultural identity and learning to teach in a diverse community:  Findings from three case studies.  Journal of Teacher Education. 

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 (6), 16-26.

Au, K.H., & Maaka, M.J.  (1998).  Ka Lama O Ke Kaiaulu:  Research on teacher education for a Hawaiian community.  Pacific Educational Research Journal, 9 (1), 65-85.

Au, K.H.  (1998).  Social constructivism and the school literacy learning of students of diverse cultural backgrounds.  Journal of Literacy Research, 30 (2), 297-319

Au, K.H., & Carroll, J.H.  (1997).  Improving literacy achievement through a constructivist approach:  The KEEP Demonstration Classrom Project.  Elementary School Journal, 97 (3), 203-221. 

Valencia, S.W., & Au, K.H.  (1997).  Portfolios across educational contexts:  Issues of evaluation, teacher development, and system validity.  Educational Assessment, 4 (1), 1-35.

Au, K.H., & Scheu, J.A.  (1996).  Journey toward holistic instruction.  The Reading Teacher, 49 (6), 468-477.

Au, K.H.  (1992).  Constructing the theme of a story.  Language Arts, 69 (2), 106-111.

Au, K.H., Scheu, J.A., Kawakami, A.J., & Herman, P.A.  (1990).  Assessment and accountability in a whole literacy curriculum.  The Reading Teacher, 43 (8), 574-578.

Au, K.H., & Scheu, J.A.  (1989).  Guiding students to interpret a novel.  The Reading Teacher, 43 (2), 104-110.

Wong-Kam, J., & Au, K.H.  (1988).  Improving a fourth grader's reading and writing:  Three principles.  The Reading Teacher, 41 (8), 768-772.

Scheu, J., Tanner, D., & Au, K.H.  (1986).  Designing independent practice activities to improve comprehension.  The Reading Teacher, 40 (1), 18-25.

Wong, J., & Au, K.H.  (1985).  The concept-text-application approach:  Helping elementary students comprehend expository text.  The Reading Teacher, 38 (7), 612-618.

Au, K.H., & Kawakami, A.J.  (1984).  A conceptual framework for the long-term study of comprehension development.  Quarterly Newsletter of the Laboratory for Comparative Human Cognition, 6 (4), 95-100.

Au, K.H., & Mason, J.M.  (1983).  Cultural congruence in classroom participation structures:  Achieving a balance of rights.  Discourse Processes, 6 (2), 145-167.

Crowell, D.C., Au, K.H., & Blake, K.  (1983).  Reading comprehension questions:  Differences among standardized tests.  Journal of Reading, 27 (4), 314-319.

Au, K.H., & Mason, J.M.  (1981).  Social organizational factors in learning of read:  The balance of rights hypothesis.  Reading Research Quarterly, 17 (1), 115-152.

Crowell, D.C., & Au, K.H.  (1981).  Developing children's comprehension in listening, reading, and television viewing.  Elementary School Journal, 82 (2), 51-57.

Crowell, D.C., & Au, K.H.  (1981).  A scale of questions to guide comprehension instruction.  The Reading Teacher, 34 (4), 389-393.

Au, K.H.  (1980).  Participation structures in a reading lesson with Hawaiian children:  Analysis of a culturally appropriate instructional event.  Anthropology and Education Quarterly, 11 (2), 91-115.

Gallimore, R., & Au, K.H.  (1979).  The competence/incompetence paradox in the education of minority culture children.  Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 1 (3), 32-37. 

Au, K.H.  (1979).  Using the experience-text-relationship method with minority children.  The Reading Teacher, 32 (6), 677-679.

Crowell, D.C., & Au, K.H.  (1979).  Using a scale of questions to improve listening comprehension.  Language Arts, 56 (1), 38-43.

Au, K.H.  (1977).  Analyzing oral reading errors to improve instruction.  The Reading Teacher, 31 (1), 46-49.

Invited Journal Articles

Au, K.H.  (2002).  Communities of practice: Engagement, imagination, and alignment in research on teacher education.  Journal of Teacher Education, 53(3), 222-227. 

Kawaguchi, K., & Au, K.H.  (2001).  Addressing standards through a complex-wide change process.  Educational Perspectives, 34 (1), 11-14. 

Au, K.H.  (2001).  Culturally responsive instruction as a dimension of new literacies.  Reading OnLine, New Literacies, http://www.readingonline.org/newliteracies. 

Au, K.H., & Raphael, T.E.  (2000).  Equity and literacy in the next millennium.  Reading Research Quarterly, 35 (1) 170-188.

Au, K.H.  (1998-99).  Personal narratives, literacy portfolios, and cultural identity.  National Forum of Teacher Education Journal, 8 (1), 14-20.

Au, K.H.  (1997).  Literacy for all students:  Ten steps toward making a difference.  Distinguished Educator Series, The Reading Teacher, 51 (3), 186-194.

Au, K.H., & Maaka, M.J.  (1997).  Teacher education for a Hawaiian community, Ka Lama O Ke Kaiaulu.  Educational Perpectives, 31 (1), 7-11.

Au, K.H.  (1995).  Multicultural perspectives on literacy research.  JRB:  A Journal of Literacy, 27 (1), 85-100.

Vogt, L.A., & Au, K.H.  (1995).  The role of teachers' guided reflection in effecting program change.  Bilingual Research Journal, 19 (1), 101-120. 

Au, K.H., & Kawakami, A.J.  (1991).  Culture and ownership:  Schooling of minority students.  Childhood Education, 67 (5), 280-284.

Au, K.H., Scheu, J.A., & Kawakami, A.J.  (1990).  Assessment of students' ownership of literacy.  The Reading Teacher, 44 (2) 154-156.

Kawakami, A.J., & Au, K.H.  (1986).  Encouraging reading and language development in minority culture students.  Topics in Language Disorders, 6 (2), 71-80.

Au, K.H., & Kawakami, A.J.  (1985).  Research currents:  Talk story and learning to read.  Language Arts, 62 (4), 406-411.

Au, K.H.  (1981).  Comprehension-oriented reading lessons.  Educational Perspectives, 20 (1), 13-15.

Book Chapters

Au, K.H.  (2002).   Multicultural factors and the effective instruction of students of diverse backgrounds.  In A. Farstrup & S.J. Samuels (Eds.), What research says about reading instruction (pp. 392-413).  Newark, DE: International Reading Association.   

Au, K.H.  (2002).  Balanced literacy instruction:  Addressing issues of equity.  In C.M. Roller (Ed.), Comprehensive reading instruction across the grade levels (pp. 70-87).  Newark, DE:  International Reading Association. 

Au, K.H.  (2002).  Elementary programs:  Guiding change in a time of standards.  In S.B. Wepner, D.S. Strickland, & J.T. Feeley (Eds.), The administration and supervision of reading programs (3rd edition) (pp. 42-58).  New York:  Teachers College Press. 

Au, K.H., & Maaka, M.J.  (2001).  Teacher education, diversity, and literacy.  In C.M. Roller (Ed.), Learning to teach reading: Setting the research agenda (pp. 136-148).  Newark, DE: International Reading Association.

Au, K.H.  (2001).  What we know about multicultural education and students of diverse backgrounds.  In R.F. Flippo (Ed.), Reading researchers in search of common ground (pp. 101-117).  Newark, DE: International Reading Association. 

Maaka, M.J., Au, K.H., Lefcourt, Y.K., & Bogac, L.P.  (2001).  “Raccoon?  Wass dat?”  Hawaiian preservice teachers reconceptualize culture, literacy, and schooling.  In P.R. Schmidt & P.B. Mosenthal (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (pp. 341-366).  Greenwich, CT: New Age Publishing. 

Au, K.H.  (2000).  A multicultural perspective on policies for improving literacy achievement:  Equity and excellence.  In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research, Vol. III (pp. 835-851).  New York: Erlbaum. 

Au, K.H.  (2000).  Literacy education in the process of community development.  In T. Shanahan & F.V. Rodriguez-Brown (Eds.), Forty-Ninth yearbook of the National Reading Conference (pp. 61-77).  Chicago, IL:  National Reading Conference.

Au, K.H.  (2000).  Literacy instruction for young children of diverse backgrounds.  In D.S. Strickland & L.M. Morrow (Eds.), Beginning reading and writing (pp. 35-450).  New York and Newark, DE: Teachers College Press and International Reading Association.

Au, K.H.  (1998).  Constructivist approaches, phonics, and the literacy learning of students of diverse backgrounds.  In T. Shanahan & F. Rodriguez-Brown (Eds.), Forty-seventh yearbook of the National Reading Conference (pp. 1-19).  Chicago: National Reading Conference. 

Au, K.H.  (1998).  Conceptual change from the perspective of multicultural education.  In B. Guzzetti & C.R. Hynd (Eds.), Theoretical perspectives on conceptual change (pp. 117-132).  Hillsdale, NJ:  Erlbaum. 

Au, K.H., & Asam, C.L.  (1997).  Effective literacy instruction:  The Kamehameha Elementary Education Program.  In J. Flood, S.B. Heath, & D. Lapp (Eds.), Handbook for literacy educators:  Research on Teaching the Communicative and Visual Arts (pp. 688-694).  Newark, DE:  International Reading Association. 

Au, K.H., & Raphael, T.E.  (1998).  Curriculum and teaching in literature-based programs.  In T.E. Raphael & K.H. Au (Eds.), Literature-based instruction:  Reshaping the curriculum (pp. 123-148).  Norwood, MA:  Christopher-Gordon. 

Au, K.H., & Valencia, S.W.  (1998).  The complexities of portfolio assessment.  In N. Burbules and D. Hansen (Eds.), The predicaments of teaching (pp. 123-144).  Boulder, CO:  Westview Press.

Au, K.H.  (1997).  Ownership, literacy achievement, and students of diverse cultural backgrounds.  In J.T. Guthrie & A. Wigfield (Eds.), Reading engagement:  Motivating readers through integrated instruction (pp. 168-182).  Newark, DE:  International Reading Association. 

Au, K.H.  (1997).  A sociocultural model of reading instruction:  The Kamehameha Elementary Education Program.  In S.A. Stahl & D.A. Hayes (Eds.), Instructional models in reading (pp. 181-202).  Hillsdale, NJ:  Erlbaum.

Au, K.H.  (1997).  Schooling, literacy, and cultural diversity in research and personal experience.  In A. Neumann & P.L. Peterson (Eds.), Learning from our lives:  Women, research, and autobiography in education (pp. 71-90).  New York:  Teachers College Press. 

Au, K.H., & Asam, C.L.  (1996).  Improving the achievement of low-income students of diverse backgrounds.  In M.F. Graves, P. van den Broek, & B.M. Taylor (Eds.), The first R:  A right of all children (pp. 199-223).  New York:  Teachers College Press.

Carroll, J.H., Wilson, R.A., & Au, K.H.  (1996).  Explicit instruction in the context of the readers' and writers' workshops.  In E. McIntyre & M. Pressley (Eds.), Balanced instruction:  Strategies and skills in whole language (pp. 39-63).  Norwood, MA:  Christopher-Gordon.

Au, K.H., & Carroll, J.H.  (1996).  Current research on classroom instruction:  Goals, teachers' actions, and assessment.  In D. Speece & B. Keogh (Eds.), Research on classroom ecologies:  Implications for inclusion of children with learning disabilities (pp. 17-37).  Hillsdale, NJ:  Erlbaum.

Au, K.H.  (1995).  Following children's leads through talk story:  Teachers and children work together to construct themes.  In N. Roser & M. Martinez (Eds.), Book talk and beyond:  Children and teachers respond to literature (pp. 150-156).  Newark, DE:  International Reading Association. 

Au, K.H.  (1995).  Elementary programs.  In S.B. Wepner, J.T. Feeley, & D.S. Strickland (Eds.), Administration and supervision of reading programs (2nd ed.) (pp. 59-79).  New York: Teachers College Press.  

Au, K.H.  (1995).  Literacy instruction of students of diverse backgrounds.  In P.H. Dreyer (Ed.), Creating authentic images:  A multicultural perspective (pp. 14-29).  Claremont, CA:  The Claremont Reading Conference.

Au, K.H.  (1994).  Portfolio assessment:  Experiences at the Kamehameha Elementary Education Program.  In S. Valencia, E. Hiebert, & P. Afflerbach (Eds.), Authentic reading assessment:  Practices and possibilities (pp. 103-126).  Newark, DE:  International Reading Association.

Au, K.H., & Kawakami, A.J.  (1994).  Cultural congruence in instruction.  In E.R. Hollins, J.E. King, & W. C. Hayman (Eds.), Teaching diverse populations:  Formulating a knowledge base (pp. 5-23).  Albany:  State University of New York Press.  

Mason, J.M., Herman, P.A., & Au, K.H.  (1991).  Children's developing knowledge of words.  In J. Flood, J.M. Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of Research on Teaching the English Language Arts (pp. 721-731).  New York:  Macmillan. 

Au, K.H.  (1990).  Changes in a teacher's views of interactive comprehension instruction.  In L. Moll (Ed.), Vygotsky and Education (pp. 271-286).  Cambridge:  Cambridge University Press. 

Au, K.H., & Mason, J.M.  (1989).  Elementary programs.  In S.B. Wepner, J.T. Feeley, & D.S. Strickland (Eds.), Administration and supervision of reading programs (pp. 60-75).  New York: Teachers College Press.  

Scheu, J.A., Tanner, D.K., & Au, K.H.  (1989).  Integrating seatwork with the basal lesson.  In P. Winograd, K. Wixson, & M. Lipson (Eds.), Expanding perspectives on basal reading instruction (pp. 86-106).  New York:  Teachers College Press.  

Au, K.H., Crowell, D.C., Jordan, C., Sloat, K.C.M., Speidel, G.E., Klein, T.W., & Tharp, R.G.  (1986).  Development and implementation of the KEEP reading program.  In J. Orasanu (Ed.), Reading comprehension:  From research to practice (pp. 235-252).  Hillsdale, N.J.:  Erlbaum.

Au, K.H., & Kawakami, A.J.  (1986).  Influence of the social organization of instruction on children's text comprehension ability:  A Vygotskian perspective.  In T.E. Raphael (Ed.), Contexts of school-based literacy (pp. 63-76).  New York:  Random House.

Au, K.H., Tharp, R.G., Crowell, D.C., Jordan, C., Speidel, G.E., and Calkins, R.  (1984).  KEEP:  The role of research in the development of a successful reading program.  In J. Osborn, P. Wilson, & R.C. Anderson (Eds.), Reading education:  Foundations for a literate America.  Boston:  D.C. Heath.

Au, K.H., & Kawakami, A.J.  (1984).  Vygotskian perspectives on discussion processes in small group reading lessons.  In P.L. Peterson, L.C. Wilkinson, & M. Hallinan (Eds.), The social context of instruction:  Group organization and group processes.  New York:  Academic Press.

Mason, J.M., & Au, K.H.  (1984).  Learning social context characteristics in prereading lessons.  In J. Flood (Ed.), Promoting reading comprehension.  Newark, DE:  International Reading Association.

Tharp, R.G., Jordan, C., Speidel, G.E., Au, K.H., Klein, T.W., Calkins, R.P., Sloat, K.C.M., & Gallimore, R.  (1984).  Product and process in applied developmental research:  Education and the children of a minority.  In M.E. Lamb, A.L. Brown, & B. Rogoff (Eds.), Advances in developmental psychology, Vol. III.  Hillsdale, NJ:  Erlbaum.

Jordan, C., Au, K.H., & Joesting, A.K.  (1983).  Patterns of classroom interaction with Pacific Islands children:  The importance of cultural differences.  In M. Chu-Chang (Ed.), Comparative research in bilingual education:  Asian-Pacific-American perspectives.  New York:  Teachers College Press.

Au, K.H., & Jordan, C.  (1981).  Teaching reading to Hawaiian children:  Finding a culturally appropriate solution.  In H.T. Trueba, G.P. Guthrie, & K.H. Au (Eds.), Culture and the bilingual classroom:  Studies in classroom ethnography.  Rowley, MA:  Newbury House.

Books

Au, K.H., Carroll, J.H., & Scheu, J.A.  (2001).  Balanced literacy instruction:  A teacher's resource book (2nd edition).  Norwood, MA:  Christopher-Gordon. 

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

Au, K.H., Mason, J.M., & Scheu, J.A.  (1995).  Literacy instruction for today.  New York:  HarperCollins.

Au, K.H.  (1993).  Literacy instruction in multicultural settings.  Fort Worth, TX:  Harcourt Brace Jovanovich College Publishers. 

Mason, J.M., & Au, K.H.  (1990).  Reading instruction for today (2nd edition.).  Glenview, IL:  Scott, Foresman.  (first edition published 1986)

Trueba, H.T., Guthrie, G.P., & Au, K.H. (Eds.)  (1981).  Culture and the bilingual classroom:  Studies in classroom ethnography.  Rowley, Mass.:  Newbury House.

Book Reviews

Reviews in eight professional materials columns in The Reading Teacher, 1999-2001.   

Au, K.H.  (2000).  Book review: The story behind the stories in qualitative research.  Journal of Literacy Research, 32 (3), 457-461. 

Oshiro, M., Tanner-Cazinha, D., Ahuna-Ka'ai'ai, J., & Au, K.H.  (1996).  Reviews and reflections:  Diversity in language and culture.  Language Arts, 73 (3), 212-217.

Wong-Kam, J., Au, K., Sumida, A., & Jacobson, H.  (1995).  Reviews and reflections:  Extending and questioning the process approach to writing.  Language Arts, 72 (3), 226-232.

Lemons, M., Vasquez, O.A., Au, K., & Takahashi, K.  (1995).  Review symposium:  Cross-cultural roots of minority child development.  Mind, Culture, and Activity, 2 (2), 143-151.

Ahuna-Ka'ai'ai, J., Blake, K., Pai, N., & Au, K.  (1993).  Reviews and reflections:  Literacy in the family and workplace, Language Arts, 70 (8), 686-690. 

Pai, N., Tanner-Cazinha, D., Au, K.H., & Blake, K.M.  (1993).  Reviews and reflections:  Multicultural perspectives on literature, instruction, and research, Language Arts, 70 (3), 225-229.

Carroll, J.C., Chang, K., Herman, P., & Au, K.H.  (1992).  Reviews and reflections:  Whole language in upper elementary classrooms, Language Arts, 69 (2), 145-151.

Tanner-Cazinha, D., Au, K.H., & Blake, K.M.  (1991).  Reviews and reflections:  New perspectives on literacy evaluation, Language Arts, 68 (8), 669-673. 

Ahuna-Ka'ai'ai, J.A., Wong-Kam, J., & Au, K.H.  (1991).  Reviews and reflections:  The teacher as colleague, researcher, and change agent.  Language Arts, 68 (4), 328-332.

Au, K.H., & Kawakami, A.J.  (1990).  Reviews and reflections:  Understanding and celebrating diversity in the classroom.  Language Arts, 67 (6), 607-610. 

Test Reviews

Au, K.H.  (1985).  Review of Content Inventories:  English, social studies, science.  In J.V. Mitchell, Jr. (Ed.),  The ninth mental measurements yearbook, Vol. I.  Lincoln, NE:  Buros Institute of Mental Measurements, University of Nebraska-Lincoln. 

Au, K.H.  (1985).  Review of National Adult Reading Test.  In J.V. Mitchell, Jr. (Ed.), The ninth mental measurements yearbook, Vol. II.  Lincoln, NE:  Buros Institute of Mental Measurements, University of Nebraska-Lincoln.

Forewords and Commentaries

Au, K.H.  (2001).  Foreword.  In S. Florio-Ruane with J. DeTar, Teacher education and the cultural imagination: Autobiography, conversation, and narrative.  Mahwah, NJ: Erlbaum.

Au, K.H.  (1999).  Foreword.  In J.T. Guthrie & D.E. Alverman (Eds.), Engagement in reading:  Processes, practices, and policy implications (pp. ix-xii).  New York:  Teachers College Press. 

Au, K.H.  (1997).  Foreword.  In C.L. Garcia, Too scared to learn:  Overcoming academic anxiety (pp. ix-xi).  Thousand Oaks, CA:  Sage. 

Au, K.H.  (1997).  Commentary on "Portfolio assessment:  Potential for equity."  In B.P. Farr & E. Trumbull (Eds.), Assessment alternatives for diverse classrooms (pp. 309-312).  Norwood, MA:  Christopher-Gordon. 

Au, K.H.  (1997).  Introduction.  In J.D. Cooper, Literacy:  Helping children construct meaning (3rd ed.) (pp. xxi-xxii).  Boston:  Houghton Mifflin. 

Au, K.H.  (1993).  Introduction.  In J.D. Cooper, Literacy:  Helping children construct meaning (2nd ed.) (pp. xvii-xviii).  Boston:  Houghton Mifflin. 

Reading Programs

Senior author with T. Raphael, Super QAR for the Testwise Student, Wright Group/McGraw-Hill, 2001. 

Author, Houghton Mifflin Reading, 2001.

Coordinating author, kindergarten through second grade,  Invitations to Literacy, Houghton Mifflin Reading/Language Arts Program, 1996.  Author, Early Success program. 

Coordinating author, kindergarten and first grade, The Literature Experience, Houghton Mifflin Reading/Language Arts Program, 1991, 1993.

Author, Houghton Mifflin Reading Program, 1986, 1989 (developed English Language Support Program); Houghton Mifflin Reading/Language Arts Program, 1989. 

Refereed International Conference Presentations

Au, K.H.  (2000, July).  Literacy and teacher education for a Hawaiian community.  Presentation at the World Congress, International Reading Association, Auckland, New Zealand.  

Au, K.H.  (1996, July).  Teacher change in the context of a whole literacy curriculum.  Presentation at the World Congress, International Reading Association, Prague, Czech Republic. 

Au, K.H.  (1990, July).  Assessment of affective dimensions of literacy.  Presentation at the World Congress, International Reading Association, Stockholm, Sweden.  

Au, K.H.  (1988, July).  Cognitive strategy instruction during the teaching of literature.  Paper presented at the International Reading Association World Congress, Gold Coast, Australia. 

Invited International Conference Presentations

Au, K.H.  (1996, July).  Multiple ways of knowing and culturally responsive instruction.  Presentation at the World Congress, International Reading Association, Prague, Czech Republic. 

Au, K.H.  (1992, July).  Literacy instruction and cultural differences.  Plenary address, World Congress, International Reading Association, Maui, Hawaii. 

Au, K.H.  (1989, May).  Literacy and cultural differences.  Keynote address, Sixteenth New Zealand Reading Association conference, Dunedin. 

Au, K.H.  (1985, July).  Cultural differences and the patterning of talk in reading lessons.  Keynote address, Eleventh Annual Australian Reading Association Conference, Brisbane.

Au, K.H.  (1985, July).  Developing effective reading curricula for cultural minority students.  Paper presented at the Eleventh Annual Australian Reading Association Conference, Brisbane. 

Refereed National Conference Presentations (U.S. and Canada)

Au, K.H.  (2002, April).  Elementary programs in a time of change:  Issues of balance and equity.  Presentation for preconvention institute, annual meeting of the International Reading Association, San Francisco, CA. 

Wells, G., with colleagues including Au, K.H.  (2001, December).  Ensuring that classroom discourse is progressive:  Learning to guide with a light rein.  Alternative session presented at the annual meeting of the National Reading Conference, San Antonio, TX.

Au, K.H.  (2001, May).  Elementary programs.  Presentation for preconvention institute, annual meeting of the International Reading Association, New Orleans, LA.

Au, K.H.  (2001, May).  IRA’s response:  Five Star Reading States Project.  Presentation at the annual meeting of the International Reading Association, New Orleans, LA. 

Raphael, T.E., Florio-Ruane, S., Au, K.H., & Spiro, R.  (2000, December).  Seeing worlds in grains of sand:  Cases, complexity, and cognitive flexibility in the Teachers Learning Collaborative.  Alternative session presented at the annual meeting of the National Reading Conference, Scottsdale, AZ.  

Au, K.H.  (1997, December).  Reflections of a minority preservice teacher:  Themes from a life history interview, personal narrative, and literacy portfolio.  Poster presented at the annual meeting of the National Reading Conference, Scottsdale, AZ. 

Au, K.H.  (1996, December).  Personal narratives, literacy portfolios, and cultural identity in preservice language arts courses.  Paper presented at the annual meeting of the National Reading Conference, Charleston, SC. 

Au, K.H.  (1996, April).  The teacher's role in discussions of multicultural literature.  Presentation at the annual meeting of the International Reading Association, New Orleans.

Au, K.H.  (1995, April).  Questions teachers ask about literature-based instruction.  Presentation at preconventional institute, annual meeting of the International Reading Association, Anaheim, CA. 

Valencia, S., & Au, K.H.  (1994, December).  Literacy portfolios across sites and cultural contexts.  Paper presented at the annual meeting of the National Reading Conference, San Diego.

Au, K.H.  (1994, May).  Promoting ownership through assessment:  Literacy portfolios and student goal setting.   Presentation at preconvention institute, annual meeting of the International Reading Association, Toronto. 

Au, K.H.  (1994, April).  Portfolio assessment, equity, and literacy learning.  Presentation at the annual meeting of the American Educational Research Association, New Orleans.

Au, K.H.  (1994, April).  Schooling, literacy, and cultural diversity in personal experience and research.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Au, K.H.  (1993, December).  Implementing a portfolio assessment system:  Relationships to students' literacy learning.  Paper presented at the annual meeting of the National Reading Conference, Charleston, SC. 

Au, K.H.  (1993, May).  Issues in literacy assessment.  Presentation at preconvention institute, annual meeting of the International Reading Association, San Antonio. 

Au, K.H., Kunitake, M.M., & Blake, K.M.  (1992, December).  Students' perceptions of how they became interested in reading.  Paper presented at the annual meeting of the National Reading Conference, San Antonio.

Au, K.H.  (1992, May).  Talk and teacher-guided literature discussions.  Presentation at preconvention institute, annual meeting of the International Reading Association, Orlando. 

Au, K.H.  (1992, April).  "There's almost a lesson here":  Teacher and students purposes in constructing the theme of a story.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco. 

Au, K.H.  (1992, April).  Development and implementation of a whole literacy-based curriculum framework and portfolio assessment system.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco. 

Au, K.H.  (1991, December).  Cultural responsiveness and the literacy learning of students of diverse backgrounds.  Paper presented at the annual meeting of the National Reading Conference, Palm Springs.

Au, K.H., & Blake, K.M.  (1991, April).  Shaping discussion to foster students' construction of the theme of a story.  Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Au, K.H.  (1990, November).  From tests to portfolios:  Examining assumptions about literacy assessment.  Paper presented at the annual meeting of the National Reading Conference, Miami Beach.

Au, K.H.  (1990, November).  KEEP:  Evolving focus and current concerns.  Paper presented at the annual meeting of the National Reading Conference, Miami Beach. 

Au, K.H.  (1990, May).  An overview of new concepts of assessment:  Impact on decision making and instruction.  Presentation at preconvention institute, annual meeting of the International Reading Association, Atlanta. 

Scheu, J., & Au, K.H.  (1989, May).  Teacher decision making within the framework of a literacy curriculum.  Presentation at preconvention institute, annual meeting of the International Reading Association, New Orleans. 

Au, K.H.  (1988, December).  The development of expertise in teaching interactive comprehension lessons.  Paper presented at the annual meeting of the National Reading Conference, Tucson.  

Au, K.H., & Scheu, J.  (1988, May).  Writing to clarify thoughts about literature.  Paper presented at the annual meeting of the International Reading Association, Toronto. 

Au, K.H.  (1987, May).  Assessing children's sight vocabulary through samples of their personal writing.  Workshop presented at preconvention institute, annual meeting of the International Reading Association, Anaheim.

Au, K.H.  (1987, April).  Changes in a teacher's views of interactive comprehension instruction.  Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.

Au, K.H., Oshiro, M., & Blake, K.M.  (1986, April).  The development of expertise in the teaching of reading:  A case study.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco. 

Wong-Kam, J., Chang, K., & Au, K.H.  (1986, April).  Exploring the integration of reading and writing instruction in a teacher-researcher triad.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco. 

Au, K.H.  (1985, April).  Deepening understanding of literacy through a process approach to writing.  Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Au, K.H.  (1985, April).  Instruction:  Implications from Research at the Kamehameha Elementary Education Program.  Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Au, K.H.  (1984, April).  Understanding interactional dynamics in the effective teaching of comprehension.  Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Au, K.H.  (1983, May).  Cultural influences on patterns of teacher-pupil interaction.  Paper presented at the annual meeting of the International Reading Association, Anaheim.

Au, K.H.  (1983, April).  Improving beginning readers' text comprehension through training in hypothesis generation.  Paper presented at the Society for Research in Child Development Conference, Detroit. 

Au, K.H., & Kawakami, A.J.  (1982, November).  A conceptual framework for studying the long-term effects of comprehension instruction.  Paper presented at the annual meeting of the National Reading Conference, Clearwater Beach, FL.

Au, K.H.  (1981, November).  Lots of little lessons, or how one thing leads to another.  Presentation at the workshop, The Study of Language and Cognition:  Combining Ethnographic and Microethnographic Approaches, annual meeting of the American Anthropological Association, Los Angeles.

Au, K.H.  (1981, May).  A test of the social organizational hypothesis:  Relationships between participation structures and learning to read.  Outstanding dissertation presentation, annual meeting of the International Reading Association, New Orleans. 

Au, K.H.  (1981, May).  What children know about reading comprehension:  Developing question-asking skills.  Paper presented at the annual meeting of the International Reading Association, New Orleans. 

Au, K.H.  (1981, April).  Interdisciplinary approaches in educational research with Asian and Pacific American Populations.  Paper presented at the annual meeting of the American Educational Research Association, Los Angeles.

Au, K.H., & Crowell, D.C.  (1981, April).  Developing children's comprehension in listening, reading, and television viewing.  Paper presented at the annual meeting of the American Educational Research Association, Los Angeles.

Au, K.H.  (1981, March).  Theory and method in establishing the cultural congruence of classroom speech events.  Paper presented at the annual meeting of the National Association for Asian and Pacific American Education, Honolulu. 

Invited National Conference Presentations (U.S. and Canada)

Au, K.H.  (2001, June).  Balanced literacy instruction.  Plenary address, First Annual Bilingual Education Conference, Center for Applied Linguistics, Georgetown University, Washington, DC.

Au, K.H.  (2000, August).  Balanced literacy instruction and issues of diversity.  General session, First Annual Summer Institute, Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. 

Au, K. H.  (1999, December).  Literacy education in the process of community development.  Oscar Causey address, annual meeting of the National Reading Conference, Orlando, FL. 

Au, K.H.  (1997, December).  Constructivist approaches, phonics, and the literacy learning of students of diverse backgrounds.  Presidential address, annual meeting of the National Reading Conference, Scottsdale, AZ. 

Au, K.H.  (1997, November).  A multicultural perspective on beginning literacy instruction.  Presentation at the annual meeting of the California Reading Association, San Diego. 

Au, K.H.  (1996, November).  Personal narratives, literacy portfolios, and cultural identity.  Presentation at the annual meeting of the American Anthropological Association, San Francisco. 

Au, K.H.  (1996, October).  The 3Ds:  Diversity, dialogue, and delivery.  Panelist for teleseminar sponsored by the Northeast and Islands Laboratory at Brown, the Pacific Region Educational Laboratory, WestEd, and Southwest Educational Development Laboratory. 

Au, K.H.  (1996, February).  Exploring issues of culture in a language arts methods course.  Presentation at the annual meeting of the American Association of Colleges of Teacher Education, Chicago. 

Au, K.H.  (1996, January).  Literacy achievement and cultural diversity.  Concluding plenary address, annual meeting of the California Association for Bilingual Education, San Jose. 

Au, K.H.  (1995, November).  Literacy instruction in multicultural contexts.  Presentation at the annual meeting of the Teacher Education Division, Council for Exceptional Children, Honolulu. 

Au, K.H.  (1995, April).  Improving literacy instruction:  Lessons from classrooms with Native Hawaiian students.  Invited address sponsored by the Special Interest Group on Research on the Education of Asian and Pacific Americans, annual meeting of the American Educational Research Association, San Francisco. 

Au, K.H., & Carroll, J.H.  (1994, October).  Current research on classroom instruction:  Goals, teachers' actions, and assessment.  Paper presented at the symposium, Classroom Ecologies:  Implications for the Inclusion of Children with Learning Disabilities, Division for Learning Disabilities of the Council for Exceptional Children, Bandera, TX. 

Au, K.H., & Asam, C.A.  (1994, October).  Improving the achievement of students of diverse backgrounds:  Changes in curriculum, assessment, and teacher development.  Paper presented at The First R:  A Right of All Children, Inaugural Guy Bond Commemorative Reading Conference, University of Minnesota, College of Education, Minneapolis. 

Au, K.H.  (1994, July).  Cultural diversity:  What does it mean for instruction?  Featured address at the annual meeting of the Whole Language Umbrella, San Diego. 

Au, K.H.  (1994, May).  Portfolios:  Comparisons across teachers, classrooms, and cultural contexts.  Presentation at the Reading Research '94 Conference, International Reading Association, Toronto. 

Au, K.H.  (1994, March).  Literacy instruction of students of diverse backgrounds.  Presentation at 61st Claremont Reading Conference, Claremont, CA. 

Au, K.H.  (1993, May).  Whole literacy and students of diverse backgrounds.  Keynote address, annual meeting of the International Reading Association, San Antonio. 

Au, K.H.  (1992, May).  Whole literacy in classrooms with Hawaiian children:  Philosophy and practice.  Presentation for the Special Interest Group on Literacy Development in Young Children, annual meeting of the International Reading Association, Orlando.

Au, K.H.  (1992, February).  Literacy for all students through new patterns of instruction.  Presentation at the Western Regional Conference, International Reading Association, Portland.

Au, K.H.  (1990, October).  Emergent literacy.  Keynote address, Tucson Area Reading Council Fall Conference, Tucson.

Au, K.H.  (1990, March).  Whole literacy:  What about instruction and assessment?  Presentation at the Michigan Reading Association conference, Grand Rapids.

Au, K.H.  (1988, October).  Whole language, literacy, and cultural differences. Keynote address, Whole Language for Linguistic Minority Students, K-6 Conference, Norwalk, CA. 

Au, K.H.  (1988, May).  Development of expertise in the teaching of reading.  Keynote address, Conference on Reading Research, Toronto.

Au, K.H.  (1987, June).  Excellent reading instruction for minority students.  Speech given at the Houghton Mifflin Reading Conference, University of Notre Dame, South Bend, Indiana. 

Au, K.H.  (1985, November).  Overview of reading research with Hawaiian students:  Implications and issues.  Presentation for seminar, Mexican-American Academic Performance:  Implications from Comparative Research in Socialization, Cognitive Development and Pedagogy, Tomas Rivera Center, Claremont, CA.

Au, K.H.  (1984, June).  Impact of social organizational factors on children's development of text comprehension ability.  Paper presented at the Contexts of Literacy Conference, Snowbird, UT. 

Au, K.H.  (1984, March).  Recommended emphases for applied research on literacy.  Presentation for the National Council on Educational Research, Washington, D.C.

Au, K.H.  (1983, May).  Microethnographic research on reading comprehension lessons given to young Hawaiian children.  Presentation at the IRA Language Experience Special Interest Group, La Jolla, CA.

Au, K.H., & Kawakami, A.J.  (1982, March).  Teacher responses to group and individual differences during reading lessons.  Paper presented at the Wisconsin Center for Educational Research Conference on Student Diversity and the Organization, Processes, and Use of Instructional Groups in the Classroom, University of Wisconsin, Madison. 

Au, K.H.  (1982, April).  The development of expertise in teaching reading.  Presentation at the Conference on Reading Research - 3, Center for the Study of Reading, University of Illinois, Champaign, IL.

Au, K.H.  (1982, March).  KEEP:  A successful school program.  Paper presented at the Conference on Research Foundations for a Literate America, Wingspread Conference Center, Racine, WI. 

Au, K.H.  (1981, March).  Talk story as an interactional framework for learning to read.  Paper presented at the Terman Conference on Language and Literacy, Stanford University, Stanford, CA. 

Au, K.H., & Joesting, A.K.  (1980, June).  Patterns of classroom interaction with Pacific Island children:  The importance of cultural differences.  Paper presented at the Symposium on Bilingual Research:  Asian/Pacific American Perspectives, National Center for Bilingual Research, Los Alamitos, CA. 

University Lectures and Seminars

Au, K.H.  (1996, May).  Contemporary perspectives in literacy: