EducatorInternational Literacy AssociationAlumniAmerican

Bill Teale

William Herbert Teale was a distinguished American educator and leading expert in early childhood literacy, known for his research on emergent literacy and advocacy for equitable access to children's literature.

1. Life

William Herbert Teale's personal journey, from his origins and educational background to his family life, provided a foundational context for his influential professional career in literacy education.

1.1. Birth and Early Life

William Herbert Teale was born on June 19, 1947, in Bentleyville, Pennsylvania, a borough located in Washington County, Pennsylvania. His early life in Pennsylvania set the stage for his future academic pursuits and dedication to education.

1.2. Education

Teale pursued a rigorous academic path that equipped him with a deep understanding of language and literacy. He earned his Bachelor of Arts degree in English from Pennsylvania State University, a public research university with multiple campuses across Pennsylvania. Following his undergraduate studies, he continued his education at the University of Virginia, where he completed his Doctor of Education (Ed.D.) in reading and English education. This specialized doctoral training solidified his expertise in the field of literacy.

1.3. Personal Life

Beyond his professional endeavors, William H. Teale was married to Junko Yokota, a prominent scholar and expert in children's literature and international understanding through literature. Their shared academic interests and dedication to the field of literacy likely enriched both their personal and professional lives.

2. Academic Career and Activities

William H. Teale's professional path was marked by significant academic positions, extensive advisory roles, and influential leadership within key professional organizations, all contributing to his profound impact on literacy education.

2.1. University Professor and Center Director

Teale was a highly respected faculty member at the University of Illinois at Chicago (UIC). He held a professorship in the Literacy, Language & Culture Program within UIC's College of Education. In recognition of his exceptional contributions to scholarship, he was also named a University Scholar. A cornerstone of his work at UIC was his role as the director of the University of Illinois at Chicago Center for Literacy. In this capacity, he spearheaded research, outreach, and professional development initiatives aimed at improving literacy outcomes for diverse populations.

2.2. Professional Expertise and Advisory Roles

Throughout his career, Teale served as a widely sought-after consultant and advisor, extending his expertise to various educational and non-profit entities across the United States. He provided invaluable guidance to numerous school districts and library systems, helping them develop and implement effective literacy programs. His advisory contributions also reached significant national organizations involved in education and child development, including the Children's Television Workshop (known for producing educational programs like Sesame Street), the Head Start program (a comprehensive early childhood education program), and various public television initiatives. He also advised Reach Out and Read, a non-profit organization promoting early literacy through pediatric care. Furthermore, Teale consulted with non-governmental organizations (NGOs) focused on developing programs for literacy learning and teaching. His influence extended to government bodies, as he served as an advisor to the National Academy of Education, the U.S. Department of Education, and the National Endowment for the Humanities, contributing to national educational policy and research agendas.

2.3. Professional Leadership

Teale' held significant leadership roles in prominent professional associations dedicated to literacy. He served on the board of directors of the Literacy Research Association (LRA) from 2007 to 2009. He was also a member of the board of directors for the International Reading Association (IRA) from 2011 to 2014. The IRA later transformed into the International Literacy Association (ILA), reflecting a broader focus on literacy worldwide. Demonstrating his leadership within the field, Teale served as the president of the International Literacy Association from 2016 to 2017. In these roles, he played a crucial part in shaping the strategic direction of literacy research and practice globally.

2.4. Editorial Work

Beyond his directorship and leadership roles, William H. Teale also contributed significantly to academic discourse through his editorial work. He served as a former editor of the esteemed journal Language Arts, a publication of the National Council of Teachers of English that focuses on elementary and middle school language arts education. His editorial oversight helped shape the content and direction of scholarly conversations in the field.

3. Research and Contributions

William H. Teale's core academic work centered on early childhood literacy, his research interests, and his unwavering advocacy for accessible, high-quality children's literature. His contributions played a pivotal role in advancing the understanding and practice of literacy education.

3.1. Early Childhood Literacy Research

Teale was a leading expert and passionate advocate for early childhood literacy development. His research primarily focused on the concept of emergent literacy, which recognizes that literacy development begins at birth and is deeply intertwined with a child's early experiences with language, print, and books. He consistently emphasized the critical importance of fostering these foundational skills in young learners, stressing that early engagement with literacy is a key predictor of future academic success and overall well-being. Through his extensive research, numerous publications, and frequent presentations at conferences, Teale articulated the necessity of providing rich, stimulating literacy environments for preschool-aged children. He argued that effective early literacy education should move beyond traditional "reading readiness" approaches to embrace a more holistic understanding of how young children acquire literacy.

3.2. Children's Literature and Accessibility

A significant aspect of Teale's work involved promoting the use of children's literature as a powerful tool for fostering literacy and critical thinking. He championed the idea that children should engage in literary discussions, even from a young age, to deepen their comprehension and appreciation of texts. Beyond promoting the pedagogical value of children's books, Teale was deeply committed to ensuring equitable access to quality literature for all children. He consistently highlighted the disparities in access to books, particularly for children from multicultural backgrounds and low-income families. Teale tirelessly advocated for initiatives that would provide these children with opportunities to interact with diverse, high-quality books, recognizing that access to literature is fundamental for promoting educational equity and social mobility. His efforts aimed to bridge the literacy gap by making sure that every child, regardless of their socioeconomic status or cultural background, had the resources necessary to become a proficient and enthusiastic reader.

3.3. Impact on Educational Policy and Practice

William H. Teale's extensive research, prolific publications, and dedicated advisory activities profoundly influenced educational policies and pedagogical practices in literacy education across the United States and internationally. His work on emergent literacy helped shift educational paradigms, moving away from a narrow focus on isolated skills towards a more comprehensive understanding of early literacy development. Through his consultancy roles with school districts, his advisement to government bodies like the U.S. Department of Education, and his leadership in professional organizations such as the International Literacy Association, Teale directly shaped curriculum development, teacher training programs, and national literacy initiatives. His advocacy for equitable access to children's literature also spurred discussions and actions aimed at providing resources to underserved communities, thereby contributing to a more inclusive and effective approach to literacy education. His influence is evident in the widespread adoption of emergent literacy principles in early childhood education settings and in ongoing efforts to ensure that all children have the opportunity to develop strong literacy skills.

4. Selected Publications

William H. Teale authored or co-authored over 150 publications, including numerous scholarly articles and books, showcasing his significant contributions and research findings in the field of literacy. Some of his key works include:

  • Teale, W. H., Whittingham, C. E., & Hoffman, E. B. (in press). Early literacy research, 2006-2015: A decade of measured progress. Journal of Early Childhood Literacy.
  • Teale, W. H., Hoffman, E. B., Whittingham, C. E., & Paciga, K. (in press). Starting them young: How the shift from reading readiness to emergent literacy has influenced preschool literacy education. In C. M. Cassano & S. M. Dougherty (Eds.), Pivotal research in early literacy. New York: Guilford.
  • Turner, J. (2018). Nurturing young children's literacy development through effective preschool practices and policies: A conversation with Dr. William H. Teale. Language Arts, 95(3), 176-181.
  • Whittingham, C. E., Hoffman, E. B., & Teale. (2017). Recent research that should inform principals' literacy leadership. Principal, 97(2), 20-23.
  • Yokota, J., & Teale, W. H. (2017). Striving for international understanding through literature. The Reading Teacher, 70(5), 629-633.
  • Hoffman, J., Teale, W. H., & Yokota, J. (2016). The book matters! Choosing complex narrative texts to support literary discussion. In H. Bohart, H. B. Collick, & K. Charner (Eds.), Teaching and learning in the primary grades (pp. 32-40). Washington, DC: National Association for the Education of Young Children.
  • Teale, W. H. (2016, Sept/Oct). The power of literacy, Literacy Today.
  • McKay, R. & Teale, W. H. (2015). Not this but that: No more teaching a letter a week. Portsmouth, NH: Heinemann Publishing Company.
  • Hoffman, J., Teale, W. H., & Yokota, J. (2015). The book matters! Choosing narrative children's literature to support read aloud discussion of complex texts in the early grades. Young Children, 70(4), 8-15.
  • Paciga, K., Lisy, J., Teale, W. H. & Hoffman, J. (2015). Student engagement in classroom read alouds: Considering seating and timing. Illinois Reading Council Journal, 43(3), 7-14.
  • Phillips, N., Woodard, R., & Teale, W. H. (2015). Impacting literacy policy-And practice. Illinois Reading Council Journal. 43(3), 3-5.
  • Hoffman, J., Teale, W. H., & Paciga, K. (2014). The complexities of assessing vocabulary learning in early childhood. The Journal of Early Childhood Literacy 14(4), 459-481.
  • Yokota, J., & Teale, W. H. (2014). Picture books and the digital world: Making informed choices. The Reading Teacher, 34(6) 577-585.
  • Teale, W. H., Hoffman, J., & Paciga, K. (2014). What do children need to succeed in early literacy-And beyond? In K. Goodman, R. Calfee, & Y. Goodman (Eds.), Whose knowledge counts in government literacy policies? Why expertise matters (pp. 179-186). New York: Routledge.
  • Chaudhri, A., & Teale, W. H. (2013). Stories of multiracial experiences in literature for children, ages 9-14. Children's Literature in Education, 44(4), 359-376.
  • Paciga, K., Lisy, J., & Teale, W. H. (2013). Better start before kindergarten: Computer technology, interactive media and the education of preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 7(2), 85-104.
  • Paciga, K. A., Hoffman, J. L., & Teale, W. H. (2011). The National Early Literacy Panel Report and classroom instruction: Green lights, caution lights, and red lights. Young Children, 66(6), 50-57.
  • Yokota, J., & Teale, W. H. (2011). Materials in the school reading curriculum. In T. Rasinski (Ed.), Rebuilding the foundation: Effective reading instruction for 21st century literacy (pp. 67-87). Bloomington, IN: Solution Tree Press.

5. Awards and Honors

William H. Teale received numerous significant recognitions throughout his career, highlighting his profound impact and esteemed standing in the field of literacy education. These accolades include:

  • University Scholar at the University of Illinois** (2013): This prestigious appointment recognized his exceptional academic achievements and contributions to the university and his field.
  • Member of the Reading Hall of Fame** (inducted in 2003): Induction into the Reading Hall of Fame is one of the highest honors for scholars in reading and literacy, acknowledging his lasting influence on the field.
  • Fulbright Specialist**: This designation from the Fulbright Program recognized his expertise and allowed him to share his knowledge with institutions abroad, fostering international collaboration in literacy.
  • Fellow of the National Conference of Research on Language and Literacy**: This fellowship acknowledged his significant contributions to research in language and literacy.

6. Death

William H. Teale passed away on February 3, 2018. His death marked the loss of a prominent figure in the field of early childhood literacy.

7. Legacy

The lasting impact of William H. Teale's work on literacy education is profound and continues to influence scholars and practitioners worldwide. His dedication to promoting early childhood literacy and ensuring equitable access to quality children's literature left an indelible mark on the field. To honor his educational philosophy and continue his mission, the **William H. Teale International Literacy Fund** was established. This fund is dedicated to supporting emerging scholars and practitioners in the field, particularly by providing support for presenters at the United States Board on Books for Young People (USBBY) regional conference. This initiative ensures that his commitment to nurturing young minds and fostering literacy development endures through future generations of educators and advocates.