WorldCat Identities

Pearson, P. David

Overview
Works: 268 works in 875 publications in 1 language and 9,811 library holdings
Genres: Case studies  Reference works  Filmed interviews  Educational films  Nonfiction films  Bibliography  Conference papers and proceedings  Abstracts  Textbooks 
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 )

35 editions published between 1984 and 2016 in English and held by 1,492 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 1,041 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 by Michael L Kamil( )

13 editions published between 1984 and 2014 in English and held by 852 WorldCat member libraries worldwide

A comprehensive overview of important contemporary issues in the field of reading research, this book presents 47 essays that examine literacy through a variety of lenses--some permitting microscopic views and others panoramic views. Essays in the book cover current methodology as well as cumulative research-based knowledge. Essays in Part I (Literacy Research Around the World) are: (1) "Reading Research in Australia and Aotearoa/New Zealand" (Ian A.G. Wilkinson, Peter Freebody, and John Elkins); (2) "Reading Research in the United Kingdom" (Colin Harrison); (3) "Education in Transition: Trends in Central and Eastern Europe" (Kurtis S. Meredith and Jeannie L. Steele); (4) "Literacy Research in Latin America" (Ileana Seda Santana); (5) "Trends in Reading Research in the United States: Changing Intellectual Currents Over Three Decades" (Janet S. Gaffney and Richard C. Anderson). Essays in Part ii (Methods of Literacy Research) are: (6) "Making Sense of Classroom Worlds: Methodology in Teacher Research" (James F. Baumann and Ann M. Duffy-Hester); (7) "Designing Programmatic Interventions" (Therese D. Pigott and Rebecca Barr); (8) "Undertaking Historical Research in Literacy" (E. Jennifer Monaghan and Douglas K. Hartman); (9) "Narrative Approaches" (Donna E. Alvermann); (10) "Critical Approaches" (Marjorie Siegel and Susana Laura Fernandez); (11) "Ethnographic Approaches to Literacy Research" (Susan Florio-Ruane and Mary McVee); (12) "Verbal Reports and Protocol Analysis" (Peter Afflerbach); (13) "a Case for Single-Subject Experiments in Literacy Research" (Susan B. Neuman and Sandra McCormick); (14) "Discourse and Sociocultural Studies in Reading" (James Paul Gee); (15) "Research Syntheses: Making Sense of the Accumulation of Knowledge in Reading" (Timothy Shanahan). Essays in Part iii (Literacy Processes) are: (16) "The Neurobiology of Reading and Reading Disability (Dyslexia)" (Bennett A. Shaywitz, Kenneth R. Pugh, Annette R. Jenner, Robert K. Fulbright, Jack M. Fletcher, John C. Gore, and Sally E. Shaywitz); (17) "Phonological and Lexical Processes" (Usha Goswami); (18) "Vocabulary Processes" (William E. Nagy and Judith A. Scott); (19) "Learning From Text: a Multidimensional and Developmental Perspective" (Patricia A. Alexander and Tamara L. Jetton); (20) "Structural Aspects of Constructing Meaning From Text" (Susan R. Goldman and John A. Rakestraw, Jr.); (21) "Classroom Language and Literacy Learning" (Louise C. Wilkinson and Elaine R. Silliman); (22) "Children's Literature" (Lee Galda, Gwynne Ellen Ash, and Bernice E. Cullinan); (23) "Research on Response to Literature" (James Marshall); (24) "Engagement and Motivation in Reading" (John T. Guthrie and Allan Wigfield). Essays in Part iv (Literacy Practices) are: (25) "Emergent Literacy: a Matter (Polyphony) of Perspectives" (David B. Yaden, Jr., Deborah W. Rowe, and Laurie MacGillivray); (26) "Beginning Reading Instruction: Research on Early Interventions" (Elfrieda H. Hiebert and Barbara M. Taylor); (27) "Phonological Awareness" (Benita A. Blachman); (28) "Vocabulary Instruction" (Camille L.Z. Blachowicz and Peter Fisher); (29) "Spelling" (Shane Templeton and Darrell Morris); (30) "What Should Comprehension Instruction Be the Instruction Of?" (Michael Pressley); (31) "Literature-Based Reading Instruction" (Lesley Mandel Morrow and Linda B. Gambrell); (32) "Integrated Literacy Instruction" (James R. Gavelek, Taffy E. Raphael, Sandra M. Biondo, and Danhua Wang); (33) "The Role of Text in Classroom Learning" (Suzanne E. Wade and Elizabeth B. Moje); (34) "Reading in the Content Areas: Social Constructivist Dimensions" (Thomas W. Bean); (35) "College Studying" (Sherrie L. Nist and Michele L. Simpson); (36) "Re-Mediating Reading Difficulties: Appraising the Past, Reconciling the Present, Constructing the Future" (Laura Klenk and Michael W. Kibby); (37) "Teacher Research in the Contact Zone" (Susan L. Lytle); (38) "Teaching Teachers to Teach Reading: Paradigm Shifts, Persistent Problems, and Challenges" (Patricia L. Anders, James V. Hoffman, and Gerald G. Duffy); (39) "Literacy and Technology: Deictic Consequences for Literacy Education in an Information Age" (Donald J. Leu, Jr.); (40) "The Effects of Other Technologies on Literacy and Literacy Learning" (Michael L. Kamil, Sam M. Intrator, and Helen S. Kim). Essays in Part v (Literacy Policies) are: (41) "Second-Language Reading as a Case Study of Reading Scholarship in the 20th Century" (Elizabeth B. Bernhardt); (42) "Bilingual Children's Reading" (Georgia Earnest Garcia); (43) "a Multicultural Perspective on Policies for Improving Literacy Achievement: Equity and Excellence" (Kathryn H. Au); (44) "Family Literacy" (Victoria Purcell-Gates); (45) "Intergenerational Literacy Within Families" (Vivian L. Gadsden); (46) "Policy and Instruction: What Is the Relationship?" (Anne McGill-Franzen); (47) "Policy-Oriented Research on Literacy Standards and Assessment" (Sheila W. Valencia and Karen K. Wixson). (Rs)
Teaching reading vocabulary by Dale D Johnson( Book )

7 editions published between 1978 and 1984 in English and held by 729 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 546 WorldCat member libraries worldwide

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

6 editions published in 1988 in English and held by 472 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 347 WorldCat member libraries worldwide

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

2 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 )

15 editions published between 1989 and 1991 in English and held by 149 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 127 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 )

3 editions published in 1978 in English and held by 104 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 )

5 editions published in 1988 in English and held by 98 WorldCat member libraries worldwide

Handbook of reading research by Michael L Kamil( )

5 editions published in 2011 in English and held by 92 WorldCat member libraries worldwide

The Handbook of Reading Research is <U>the</U> research handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV brings the field authoritatively and comprehensively up-to-date. <U> </U>
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 )

3 editions published in 1997 in English and held by 87 WorldCat member libraries worldwide

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 85 WorldCat member libraries worldwide

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 84 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 83 WorldCat member libraries worldwide

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 82 WorldCat member libraries worldwide

 
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Handbook of reading research
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Teaching reading : effective schools, accomplished teachersHandbook of reading researchWorld of readingWhat every teacher should know about reading comprehension instructionHandbook of reading research
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English (149)