Keith Stanovich (Inducted 1995)

University of Toronto, Toronto, ON, Canada

Biographical Statement

Keith E. Stanovich is Emeritus Professor of Applied Psychology and Human Development at the University of Toronto and former Canada Research Chair of Applied Cognitive Science.  He is the author of over 200 scientific articles and nine books.  He received his BA degree in psychology from Ohio State University in 1973 and his PhD in psychology from the University of Michigan in 1977.  He was born in Youngstown, Ohio and is a US citizen.  He currently resides in Portland, Oregon.


Stanovich’s book, What Intelligence Tests Miss, received the 2010 Grawemeyer Award in Education.  He is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading.  In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society.  In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association, and in 2000 he received the Distinguished Scientific Contribution Award from the Society for the Scientific Study of Reading.  In 2008 he received the Distinguished Researcher Award from the Special Education Research SIG of the American Educational Research Association.  Stanovich is the winner of the 2012 E. L. Thorndike Career Achievement Award from the American Psychological Association. Link


Stanovich is a Fellow of the American Psychological Association (Divisions 3, 7, 8, & 15), the American Psychological Society, the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading.  He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences.


From 1986-2000 Stanovich was the Associate Editor of Merrill-Palmer Quarterly, a leading journal of human development.  His introductory textbook, How to Think Straight About Psychology, published by Pearson, is in its Eleventh Edition and has been adopted by over 500 institutions of higher education.


Stanovich’s 1986 article on Matthew Effects in reading has been cited over 2700 times (ISI; 10,000 in Google Scholar) and he has authored 50 other articles that have received over 100 citations (ISI; 133 in Google Scholar).  His work has been cited over 24,000 times in ISI and over 89,000 times according to Google Scholar.  His H statistic in ISI is 51 and in Google Scholar it it 119.  In a three-year survey of citation rates during the mid-1990s (see Byrnes, J. P. (1997). Explaining citation counts of senior developmental psychologists. Developmental Review, 17, 62-77), Stanovich was listed as one of the 50 most-cited developmental psychologists, and one of the 25 most productive educational psychologists (see Smith, M. C., et al., Productivity of educational psychologists in educational psychology journals, 1997-2001. Contemporary Educational Psychology, 28, 422-430).  In a citation survey of the period 1982-1992, he was designated the most cited reading disability researcher in the world (Nicolson, R. I. Developmental dyslexia: Past, present and future. Dyslexia, 1996, 2, 190-207).