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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Children’s Comprehension of Between- and Within-Sentence Syntactic Structures—Bormuth, J. R., Manning, J., Carr, J., & Pearson, D. (1970)

This is my first published piece. Completed while I was in grad school at the U of Minnesota. John Bormuth spent two years there on his way from UCLA to U of Chicago. The idea was to develop, eventually, a systematic way of teaching intersentential syntax. Reader’s Digest was interested in publishing such a program. […]

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