Category: Webfestschrift
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Science? Literacy? Synergy! Cervetti, G. N., Pearson, P. D., Greenleaf, C., & Moje, E. B. (2013)
We were invited to contribute to this volume on science and literacy instruction in light of the NGSS based on an earlier Science (2010) article by Pearson, Moje, and Greenleaf. This piece was an opportunity to find connections among our various projects on literacy in science, which had been developed for students at different grade…
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The impact of an integrated approach to science and literacy in elementary school classrooms. Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012)
This report of a randomized field trial also describes the conceptual bases of what we came to call, Seeds of Science–Roots of Reading, a long term project of a collaboration between the Lawrence Hall of Science and the Graduate School of Education at UC Berkeley.
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The state of the field: Qualitative analyses of text complexity. Pearson, P. D. & Hiebert, E. H. (2014)
This analysis of the history, prospects, and problems of qualitative approaches to gauging text complexity appeared, along with several related articles, in a special issue, edited by Freddy and me, in 2014.
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Putting text complexity in context: Refocusing on comprehension of complex text. Valencia, S. W., Wixson, K. K., & Pearson, P. D. (2014)
The Elementary School Journal, 115(2), 270-289. This is the third in a series of 3 papers that Sheila and Karen and I have written to make a case for what we call Text-Task-Scenarios–a framework that suggests that constructs like reader ability, text complexity, and reading assessment are better viewed as situated (they result from unique…
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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…