[vc_row full_width=”stretch_row” equal_height=”yes” content_placement=”middle” bg_type=”image” type=”full_width_content” full_screen_row_position=”middle” bg_image=”148″ bg_position=”left top” bg_repeat=”no-repeat” scene_position=”center” text_color=”dark” text_align=”left” top_padding=”80″ bottom_padding=”80″ overlay_strength=”0.3″ css=”.vc_custom_1531224534962{padding-top: 0px !important;padding-right: 0px !important;background-image: url(http://festschrift.pdavidpearson.org/wp-content/uploads/2018/03/4×3-PDP-at-School-Filter.jpg?id=148) !important;}”][vc_column column_padding=”padding-7-percent” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default” offset=”vc_col-xs-12″ css=”.vc_custom_1531224658858{padding-top: 150px !important;padding-bottom: 150px !important;}”][vc_column_text]

The Festschrift Symposium

Saturday, June 30, 2018
8:30am-5:00pm
Berkeley Way Building
2121 Berkeley Way, CA 94720

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Symposium Program

[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column width=”2/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]8:30 a.m. – 9:00 a.m.[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]

CONTINENTAL BREAKFAST

[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default” offset=”vc_hidden-sm vc_hidden-xs”][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column width=”2/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]9:00 a.m. – 9:20 a.m.[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]

WELCOME & INTRODUCTION

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Invocation

Prudence L. Carter
Dean of the Graduate School of Education at Berkeley

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Highlights from David’s Career

Freddy Hiebert

[/vc_column_text][/vc_column][vc_column width=”1/2″ column_padding=”padding-2-percent” column_padding_position=”left” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column width=”2/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]9:20 a.m. – 12:10 p.m.[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]

MORNING SESSIONS

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The Nature of Comprehension

with Richard Anderson, Rob Tierney, and Kate Frankel
[/vc_column_text][/vc_column][vc_column width=”1/2″ column_padding=”padding-2-percent” column_padding_position=”left” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]Session References

A schema-theoretic view of basic processes in reading comprehension. Anderson, R. C., & Pearson, P. D. (1984) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Learning to learn from text. Tierney, R. J. & Pearson, P. D. (1981) [wp-svg-icons icon=”file-pdf” wrap=”I”]

On becoming a thoughtful reader: Learning to read like a writer. Pearson, P. D. & Tierney, R. J. (1984) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Toward a Composing Model of Reading—Tierney, R. J. & Pearson, P. D. (1983) [wp-svg-icons icon=”file-pdf” wrap=”I”]

From what is reading to what is literacy. Frankel, K.K., Becker, B.L.C., Rowe, M.W., & Pearson, P.D. (2016) [wp-svg-icons icon=”file-pdf” wrap=”I”]

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Comprehension Instruction

with Nell Duke, Taffy Raphael, and Ian Wilkinson
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Essential elements of fostering and teaching reading comprehension. Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Increasing students’ awareness of sources of information for answering questions. Raphael, T. E. & Pearson, P. D. (1985) [wp-svg-icons icon=”file-pdf” wrap=”I”]

A dialogical turn in research on learning and teaching to comprehend. Wilkinson, I. A. G. & Son, E. H. (2011) [wp-svg-icons icon=”file-pdf” wrap=”I”]

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Comprehension Assessment

with Peter Afflerbach, Georgia Garcia, Michael Kamil, Yukie Toyama, and Karen Wixson

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Clarifying differences between reading skills and reading strategies. Afflerbach P., Pearson, P. D., & Paris. S. G. (2008) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Assessment and Diversity. Garcia, G. E. & Pearson, P. D. (1994) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Vocabulary assessment: What we know and what we need to learn. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007) [wp-svg-icons icon=”file-pdf” wrap=”I”]

An analysis of the text complexity of leveled passages in four popular classroom reading assessments. Toyama, Y., Hiebert, E. H., & Pearson, P. D. (2017) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Theory and practice in statewide reading assessment: Closing the gap. Valencia, S.W., Pearson, P.D. Peters, C.W., & Wixson, K. (1989) [wp-svg-icons icon=”file-pdf” wrap=”I”]

[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column width=”1/6″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]12:10 p.m. – 1:40 p.m.[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]

LUNCH AND POSTER SESSION

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Diane August

The Moderating Influence of Instructional Intensity and Word Type on the Acquisition of Academic Vocabulary in Young English Learners

Alison K. Billman and P. David Pearson

First Grade, Second Language: Uniting Science Knowledge and Literacy Development for English Learners

Gina Biancarosa

Advancing Reading Comprehension Assessment

Alexander Blum

The Structure of Inferential-Integrative-Reasoning (IIR): An Application of Item Response Theory (IRT) Using Comics

Devon Brenner and Elfrieda H. Hiebert

If I Follow the Teachers’ Editions, Isn’t That Enough? Analyzing Volume of Reading in Six Reading Core Programs

Leslie Buffen, Marjorie Rowe, Alison Billman, and P. David Pearson

Assessing Science Knowledge & Language Use in Emergent Bilingual First Grade Students

Douglas K. Hartman

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LUNCH AND POSTER SESSION

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Robin Irey

Developmental Trajectory of Textual Morphological Awareness

Alejandra Ojeda-Beck

Graphic Novel for Vocabulary Growth and Reading Motivation

Sunaina Shenoy and Richard K. Wagner

Progress-monitoring Tools to Measure the Reading Development of Students in Bangalore, India

Yukie Toyama

Investigating the Effects of the Reader-, the Text-, and the Task-characteristics on Comprehension, Using Explanatory Item Response Models

Chad Vignola, Dr. Nicole Renner, Eleanor Dougherty, Rob Kantner, and the LDC Team

Five Years and 70,000 teachers later:  Dr. David Pearson and team Improve Teacher Capacity Particularly in Support of the most Disadvantaged Students through the Literacy Design Collaborative’s co-designed EdTech platform

Jenny Zhang

Literacy and International Development—Perspectives from Indonesia[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column width=”2/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]1:30 p.m. – 4:00 p.m.[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]

AFTERNOON SESSIONS

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Teacher Learning and Comprehension

with Janice Dole, Barbara Taylor, and Sarah Woulfin
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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) [wp-svg-icons icon=”file-pdf” wrap=”I”]

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) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Coaching for coherence: How instructional coaches lead change in the evaluation era. Woulfin, S. L., & Rigby, J. G. (2017) [wp-svg-icons icon=”file-pdf” wrap=”I”]

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The Stuff of Comprehension (Revisiting Reader, Text, and Context)

with Gina Cervetti, Freddy Hiebert, and Sheila Valencia
[/vc_column_text][/vc_column][vc_column width=”1/2″ column_padding=”padding-2-percent” column_padding_position=”left” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]Session References

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) [wp-svg-icons icon=”file-pdf” wrap=”I”]

The state of the field: Qualitative analyses of text complexity. Pearson, P. D. & Hiebert, E. H. (2014) [wp-svg-icons icon=”file-pdf” wrap=”I”]

Putting text complexity in context: Refocusing on comprehension of complex text. Valencia, S. W., Wixson, K. K., & Pearson, P. D. (2014) [wp-svg-icons icon=”file-pdf” wrap=”I”]

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Reflections on the Day

P. David Pearson

[/vc_column_text][/vc_column][vc_column width=”1/2″ column_padding=”padding-2-percent” column_padding_position=”left” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” scene_position=”center” text_color=”dark” text_align=”left” overlay_strength=”0.3″][vc_column width=”2/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]4:00 p.m. – 5:00 p.m.[/vc_column_text][/vc_column][vc_column width=”5/12″ column_padding=”no-extra-padding” column_padding_position=”all” background_color_opacity=”1″ background_hover_color_opacity=”1″ tablet_text_alignment=”default” phone_text_alignment=”default”][vc_column_text]

HAPPY HOUR

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