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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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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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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