WorldCat Identities

Pearson, P. David

Overview
Works: 307 works in 898 publications in 1 language and 9,862 library holdings
Genres: Case studies  Filmed interviews  Educational films  Nonfiction films  Bibliography  Abstracts  Textbooks  Reference works 
Roles: Editor, Author, Teacher
Publication Timeline
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Most widely held works about P. David Pearson
 
Most widely held works by P. David Pearson
Handbook of reading research by Michael L Kamil( Book )

29 editions published between 1984 and 2016 in English and held by 1,250 WorldCat member libraries worldwide

"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4
Teaching reading : effective schools, accomplished teachers by Barbara M Taylor( )

12 editions published between 2002 and 2010 in English and held by 1,048 WorldCat member libraries worldwide

This work looks at large scale studies that have recently examined characteristics of effective schools and teachers, and provides case studies of five schools in which children are achieving at high levels in reading. It also deals with case studies of effective teachers of reading
Handbook of reading research( )

7 editions published between 2000 and 2008 in English and held by 1,033 WorldCat member libraries worldwide

Teaching reading vocabulary by Dale D Johnson( Book )

7 editions published between 1978 and 1984 in English and held by 720 WorldCat member libraries worldwide

Teaching reading comprehension by P. David Pearson( Book )

12 editions published between 1972 and 1978 in English and Undetermined and held by 545 WorldCat member libraries worldwide

Changing school reading programs : principles and case studies by S. Jay Samuels( Book )

7 editions published in 1988 in English and held by 476 WorldCat member libraries worldwide

Intended as a response to the call for reform of education in the United States, this volume presents theories and practical examples school personnel can use in order to bring about change in reading programs. The articles and their authors are as follows: (1) "Characteristics of Exemplary Reading Programs" (S. Jay Samuels); (2) "Principles of Organizational Change" (Margaret C. Gallagher and others); (3) "Research on Implementation: What Seems To Work" (Linda Meyer); (4) "How To Overcome Barriers to Student Achievement" (Douglas Carnine); (5) "Research and Development Model for Improving Reading Instruction" (Ramona Newton Hao); (6) "a Model for School Change" (Robert Calfee and others); (7) "Helping Teachers Adapt to the Needs of Students with Learning Problems" (Irene W. Gaskins); (8) "Three Models for Helping Teachers To Help Students Learn from Text" (Harry Singer; Thomas W. Bean); (9) "Changing Teacher Behavior in Content Reading through Collaborative Research" (Carol M. Santa); and (10) "The Metcalf Project: a Teacher-Researcher Collaboration" (Robert J. Tierney and others). (Arh)
Reading difficulties : instruction and assessment by Barbara M Taylor( Book )

8 editions published between 1988 and 1994 in English and held by 345 WorldCat member libraries worldwide

Research-based practices for teaching common core literacy( Book )

3 editions published in 2015 in English and held by 259 WorldCat member libraries worldwide

Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core State Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights of which educators should be aware. Closing chapters situate the Common Core within a continuum of educational policy and legislation
World of reading( Book )

11 editions published between 1989 and 1991 in English and held by 139 WorldCat member libraries worldwide

Presents a collection of book reviews by and for children, provided by Mary P. Timmons. Includes reviews on books in categories such as adventure, animal stories, entertainment, friendship, folklore, suspense, science fiction, sports, history, and health, among others. Allows users to search for authors or book titles
What every teacher should know about reading comprehension instruction by P. David Pearson( Visual )

3 editions published in 2005 in English and held by 128 WorldCat member libraries worldwide

In What every teacher needs to know about reading comprehension instruction, professor P. David Pearson and educator-authors Stephanie Harvey and Anne Goudvis discuss important findings from the research on reading comprehension. Asking and addressing nine key questions, the authors show how these findings inform effective comprehension instruction that challenges children to become critical, thoughtful, independent readers
Reading: disciplined inquiry in process and practice : twenty-seventh yearbook of the National Reading Conference by P. David Pearson( Book )

5 editions published in 1978 in English and held by 103 WorldCat member libraries worldwide

The papers in this collection represent a wide spectrum of approaches, philosophies, viewpoints, and techniques of scholarly endeavor in their treatment of reading and its cognitive processes. The 48 articles, presented at the 1977 meeting of the National Reading Conference, are arranged according to the following categories: (1) reading and teacher education, (2) reading and program development, (3) reading and word identification, (4) reading and comprehension, (5) reading and language, (6) reading and assessment, (7) reading and the aged, (8) reading and the affective domain, (9) reading and research, and (10) reading and study skills. The collection concludes with a review of 1975-76 research on college and adult reading, and the program from the 1977 National Reading Conference. (HTH)
Reading: theory, research and practice : twenty-sixth yearbook of the National Reading Conference by National Reading Conference (U.S.)( Book )

4 editions published in 1977 in English and held by 101 WorldCat member libraries worldwide

The papers in this collection represent a wide spectrum of approaches, philosophies, and viewpoints of scholarly endeavor in their treatment of reading theories, research, and processes. The collection begins with an address by the president of the National Reading Conference concerning the tools for reading researchers. The remaining 53 articles are arranged according to the following categories: (1) reading and study skills, (2) reading and teacher education, (3) reading and program development, (4) reading and the affective domain, (5) reading and learning disability, (6) reading and word identification, (7) reading and comprehension, and (8) reading and language. (Hth)
Explicit comprehension instruction : a review of research and a new conceptualization of instruction by P. David Pearson( Book )

7 editions published in 1988 in English and held by 101 WorldCat member libraries worldwide

Reading comprehension can be more effectively taught using new instructional frameworks--such as explicit comprehension instruction--rather than the basal reading model. Traditionally, comprehension has been taught through a process of mentioning the skill that students should apply, practicing the skill in workbooks, and assessing student responses. Explicit comprehension instruction, however, focuses on direct explanations of comprehension strategies, guided practice to understand how the strategy is applied, and the transfer of comprehension strategies to new materials. Studies of these comprehension approaches, including inference training and reciprocal teaching, reveal that reading comprehension can be explicitly taught. There are several basic elements involved in explicit comprehension instruction: (1) complex strategies are not broken down into separate, sequentially ordered subskills; (2) multiple answers exist for all questions; (3) multiple ways exist to apply a strategy; and (4) feedback is suggestive rather than corrective, in that teachers praise students for applying parts of the strategy appropriately and encourage students to consider alternative ways of approaching a problem. Because guided practice and strategy explanations may be difficult for teachers unfamiliar with the process, explicit comprehension instruction can be implemented gradually, simultaneously decreasing the number of teacher controlled tasks while increasing student responsibility and control. (Two tables outlining the stages of responsibility in inference training and question-answer relationship tasks are included, and one footnote and 50 references are appended.) (Mm)
Handbook of reading research by Michael L Kamil( )

5 editions published in 2011 in English and held by 93 WorldCat member libraries worldwide

"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. To identify the dominant themes, topics, and developments in the field, the editors surveyed reading research studies and reading policy trends since the year 2000. when Volume III was published. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date."--Back cover
The role of hypermedia cases on preservice teachers' views of reading instruction by Joan E Hughes( Book )

3 editions published in 1999 in English and held by 92 WorldCat member libraries worldwide

A study asked how the use of the Reading Classroom Explorer (RCE)--a hypermedia learning environment that features video clips of successful teachers teaching reading to a diverse array of students--influences beginning teachers' thinking about reading issues. The context of the study was a reading education course which included use of rce. Various kinds of information were gathered on 14 participants (all post-BA students), including course papers, interviews, surveys, and videotaped rce work sessions. The statements in course papers were analyzed to identify claims, questions, interpretations, and summaries in relation to rce content. Participants were clustered into three groups, reflecting the degree to which they used rce in their course papers: investors (high use of rce, even when not required in an assignment); compliers (use of rce when required to do so for an assignment); and resisters (low use of rce). Results indicated that involvement in an interactive learning environment such as rce increases beginning teachers' awareness of multiple perspectives and approaches to teaching reading; but that the long-term impact on these teachers' classroom practice has yet to be established. Further studies should address this question and others--most specifically, the effects of opportunities such as rce during the first few years of teaching. (Contains 11 references and 6 tables of data; appendixes contain paper assignments and the classification scheme.) (Rs)
Improving the information value of performance items in large scale assessments by P. David Pearson( Book )

5 editions published between 1997 and 2003 in English and held by 88 WorldCat member libraries worldwide

This paper first provides a summary and overview of what is already known and what is needed to learn about item types for future assessments by the National Assessment of Educational Progress (NAEP). In essence, the question addressed is whether constructed response items provide more information about what students are capable of doing than that provided by multiple choice items alone. If so, what types of skills are tapped by the constructed response items that are not measured by multiple choice items. A fresh examination of the relationship between multiple choice and constructed response items is needed. The paper proposes a set of studies that would provide needed information about the value added of performance items in mixed format assessments such as the NAEP. (Contains 26 references.) (SLD)
Six teachers in their classrooms : a closer look at beginning reading instruction by Steven A Stahl( Book )

1 edition published in 1994 in English and held by 84 WorldCat member libraries worldwide

A study addressed the problem of making accurate descriptions of how teachers in first-grade classrooms help their students learn to read and write. It also related the approaches to reading instruction that teachers use to their students' views of reading and their achievement at the end of first grade. For the study, information was gathered from classroom observations, teacher interviews, discussions with students, and assessments of their progress. Findings showed that many of the differences among first-grade classrooms within any type of approach to reading instruction arise from differences in implementation. Observations and discussions confirmed the belief that most teachers of beginning reading are eclectics, engaging their students in activities that have been found to be effective, regardless of the program, approach, or method they profess to be using. In general, teachers pull from the repertoire of activities that come from their own experience and convictions, and fashion programs that vary, according to the needs of the children in their classrooms and what their own experiences tell them will work. They are influenced by theory, but adapt it to their own ways of working with students. (Contains 27 references, 1 table, and 2 figures containing several tables of data). (Author/SR)
Annotated bibliography of research related to the reading of at-risk children by Georgia Earnest García( Book )

3 editions published in 1989 in English and held by 83 WorldCat member libraries worldwide

Reading comprehension research : a selected review by Helene M Anthony( Book )

4 editions published in 1989 in English and held by 82 WorldCat member libraries worldwide

This research review is an examination of representative studies on the nature of the reading process and of various instructional methods in reading deemed to be of interest to classroom teachers of reading. The review provides both a theoretical perspective and related empirical evidence to guide instructional practice and discusses the ways in which readers, text, and context interest and influence children's comprehension of text. The review begins with a brief historical overview of reading research, which provides a framework for discussing studies related to the characteristics of readers, text, and the social context. One figure is included, and 144 references are appended. (Author/MS)
Developing expertise in reading comprehension : what should be taught? : how should it be taught? by P. David Pearson( Book )

4 editions published between 1990 and 1991 in English and held by 81 WorldCat member libraries worldwide

 
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Handbook of reading research
Covers
Teaching reading : effective schools, accomplished teachersHandbook of reading researchWorld of readingWhat every teacher should know about reading comprehension instructionHandbook of reading research
Languages
English (141)