From Carolyn James: At the end of the discussions on Saturday, I meant to add this to the twitter feed as it relates to some of the words on literacy, activism, etc.. It’s Dana Boyd’s talk from SXSWEdu–if you haven’t seen it, buckle up ’cause it’s a tough listen, but so thought-provoking. […]
Enhancing the Interpretive Reading and Analytical Writing of Mainstreamed English Learners in Secondary School…Olson CB, Kim JS, Scarcella R, Kramer J, Pearson M, van Dyk DA, Collins P, Land RE (2012).
From Carol Booth Olson: David’s work on the reading/writing connection had a major impact on the UCI Writing Project. Specifically, Tierney and Pearson’s landmark article “A Composing Model of Reading” which suggests that reading and writing are reciprocal processes of meaning construction helped us to develop a cognitive strategies text-based writing intervention geared towards English […]
The link between standard and dual language teachers’ Spanish literacy instruction and ue of formative assessments. García, G. E. & Lang, M. G. (2018).
This article was submitted by Joey García. After re-reading the 1994 García & Pearson article on assessment and diversity, I realized the relevance of the 2018 article to several of the questions that David and I asked at the end of the 1994 article. In the 2018 article, my doctoral student and I used qualitative […]
Three Children, Two Languages, and Strategic Reading: Case Studies in Bilingual/Monolingual Reading. Jiménez, R. T., Garcia, G. E., & Pearson, P. D. (1995).
This article also was derived from Bob Jiménez’s dissertation. It provided qualitative case studies of a successful Latina student’s reading comprehension strategies in English compared to those of a less successful Latino student and a successful Anglo student’s reading comprehension strategies. The findings showed that although the successful Latina reader had less prior knowledge and […]
The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Jiminéz, R. T., García, G. E., & Pearson, P. D. (1996).
This article was submitted by Joey (Georgia) Garcia to accompany the 1994 publication entitled “Assessment and Diversity.” David was Bob’s Ph.D. adviser, and Joey was his thesis director. The actual publication was derived from Bob’s dissertation. The findings were from qualitative think-alouds in which Bob, as a bilingual researcher, interacted with the students in Spanish […]
Learning: A process of enculturation into the community’s practices. Kong, A., & Pearson, P. D. (2005)
From Ailing Kong This piece is the talk that David and I gave at the 2004 NCTE Annual Conference upon receiving the Alan C. Purves Award from NCTE. In this talk, we shared how I was mentored into the educational research community and the important role played by “a composite mentor”, a collective group of […]
The Road to Participation: The construction of a literacy practice in a learning community of linguistically diverse learners. Kong, A., & Pearson, P. D. (2003)
From Ailing Kong David and I published this article in Research in the Teaching of English in 2003. It was about how Ellen, a classroom teacher, engaged her students from diverse backgrounds in learning to read, to think, to write about and discuss about what they read. This piece was granted the Alan C. Purves […]
The assessment of reading comprehension: A review of practices: past, present, and future. Pearson & Hamm, 2005.
During the work of the Rand Commission that redefined reading comprehension at the last run of the century, they commissioned some papers on aspects of reading comprehension, assessment among them. They asked me to do the review of the history of reading comprehension assessment. I asked Diane Hamm, then a PhD student from MSU studying […]
Dale Johnson and I wrote this 1975 piece in the heyday of Skills Management Systems like Wisconsin Design and Fountain Valley, all of which managed kids’ journey through a labyrinth of sub-skill tests and practice dittoes (before photo duplication), one skill after another after another. We critiqued these early attempts for putting accountability before learning, […]
When portfolios become part of the grading process: A case study in a junior high setting. Sarroub, L. K., Pearson, P. D., Dykema, C., & Lloyd, R. (1997)
This book chapter published in the National Reading Conference Yearbook, 46th Edition, stands out to me as one of the more wonderful researcher/public school teacher collaborations of my career. Wow — the amount of work and thinking we did as we facilitated 8th graders’ understandings of the Michigan English Language Arts Framework standards at the […]