Author: P. David Pearson
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Vocabulary assessment: What we know and what we need to learn. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007)
Michael, Freddy, and I have long shared an interest in vocabulary–its learning, assessment, and pedagogy. We undertook this effort to characterize three faces of vocabulary assessment–its conceptual base, its theoretical assumptions, and its format and operationalization.
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Theory and practice in statewide reading assessment: Closing the gap. Valencia, S.W., Pearson, P.D. Peters, C.W., & Wixson, K. (1989)
The four of us (Sheila, Karen, Charlie, and I) were key movers in the novel assessments developed for Michigan (Karen and Charlie) and Illinois (Sheila and I) in the late 1980s. This piece, written primarily for policy makers, outlines the rationale behind these efforts.
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Assessment and Diversity. Garcia, G. E. & Pearson, P. D. (1994)
Linda Darling Hammond asked Joey and me to write this piece for one of her volumes of RRE. We did not know what a treat we were in for when we acquired Ed Gordon as our consulting editor. How much we learned!
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The CIERA school change framework: An evidence‐based approach to professional development and school reading improvement. Taylor, B. M., Pearson, P. D., Peterson, D. S., Rodriguez, M. C. (2005)
This is the last of a series of 3 empirical papers on the work that a team of us, led by Barbara, wrote based on our six year line of work trying to unmask the elements of successful reform in early literacy. Within the CIERA School Change Framework, Professional Development and Professional Learning Communities were…
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Tierney, R. J. & Pearson, P. D. Learning to learn from text. (1981)
Rob and I wrote this piece in 1981 for the first edition of Dishner, Readence, & Bean’s Reading in the Content Area: Improving Classroom Instruction. In the second edition in 1992, it was reprinted with a “revisionist essay” telling what we would change about it 11 years later.
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A dialogical turn in research on learning and teaching to comprehend. Wilkinson, I. A. G. & Son, E. H. (2011)
An important and insightful historically-based review of comprehension learning and pedagogy. An important critique of the strategy instruction movement as it unfolded in the 1980s – 2000s.
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Increasing students’ awareness of sources of information for answering questions. Raphael, T. E. & Pearson, P. D. (1985)
This is one of several studies that Taffy published on Question-Answer Relations. In addition detailing the internal workings of QAR pedagogy, the study also illustrates a classic gradual release of responsibility pedagogical model.
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Moving from the old to the new: Research on reading comprehension instruction. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991)
Jan and Gerry and Laura and I put this piece together after Jan left CSR (Center for the Study of Reading) and headed up to MSU to work at IRT (Institute for Research on Teaching)—I think??? Jan? Gerry? Laura? We also wrote a companion piece in WRSTTT, 2nd edition: Pearson, P. D., Roehler, L., Dole,…
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From what is reading to what is literacy. Frankel, K.K., Becker, B.L.C., Rowe, M.W., & Pearson, P.D. (2016)
This piece appeared along with several other pieces in a retrospective examination of the 1985 publication, Becoming a Nation of Readers by the Center for the Study of Reading in Boston University’s Journal of Education. Many of the authors of the retrospective also participated in a symposium at the Literacy Research Association just after its…