P. David Pearson, Co-Principal Investigator

Dr. P. David Pearson is the co-principal investigator for Seeds of Science/Roots of Reading, is former dean of the Graduate School of Education at UCB and a faculty member in the Language and Literacy Program. His research focuses on reading instruction and assessment. Before joining UCB in 2001, Dean Pearson was the John A. Hannah distinguished professor of education at Michigan State and co-director of the Center for the Improvement of Early Reading Achievement (CIERA). He has written and co-edited numerous books and articles, including the Handbook of Reading Research.

Presentations

XXXXX Core: Opportunities and Obstacles David Pearson used these slides in his presentation at the Utah Legislator on September 28, 2014.

Implementing the CCSS: Comprehension, Close Reading, and the Common Core David Pearson used these slides in his presentation at the Utah State Reading Association Conference on September 27, 2014.

The Common Core State Standards: A New Trajectory or an Old Rut David Pearson used these slides in his presentation at CalDay on April 12, 2014.

Implementing the CCSS: Comprehension, Close Reading, and the Common Core David Pearson used these slides in a webinar sponsored by Developmental Studies Center on March 26, 2014, on the topic: Comprehension, Close Reading and the Common Core.

Tasks that Teach: A Seminar on Reading Comprehension Instruction for Reading Plus David Pearson used these slides in a webinar sponsored by Reading Plus on March 19, 2014, focusing on the topic of comprehension tasks that have the potential to teach.

Science and Literacy: Better Together: Each in the Service of the Other David Pearson used these slides in a presentation to the local site directors of the California Science Project in Oakland CA on March 18, 2014.

Vocabulary: It's Role in Comprehension, Knowledge Acquisition, and Disciplinary Learning David Pearson used these slides in his presentation on vocabulary to the CCIRA on February 7, 2014.

Implementing the CCSS: Comprehension, Close Reading, and the Common Core David Pearson used these slides in his presentation entitled Comprehension, Close Reading and the Common Core to the CCIRA on February 7, 2014.

Literacy Policy and Practice in the Era of the Common Core: Critical Concerns and Research Guidance for Classroom Practice David Pearson used these slides in his presentation in Milwaukee on December 20, 2013.

David Pearson used these slides and the accompanying texts when he presented at CRA at Sonoma State College (Nov 2, 2013) on the topic of Close Reading.
Close Reading: Learning To Live with it?
Look Out For Lightning
Look Out For Lightning: Second Pass
Look Out For Lightning: Stock Taking
Look Out For Lightning: Story Questions

Implementing the CCSS: Critical Concerns and Research Guidance for Classroom Practice David Pearson used these slides when he presented on the topic of Close Reading in the CCSS at the conference sponsored by Rutgers and the NJASCD on November 15, 2013.

Literacy and the 21st Century School Library David Pearson and Susie Goodin used these slides to present issues of the relationship between library resources and student opportunity and learning to a gathering of the Friends of the Oakland Public School Libraries and the staff and board of the OUSD.

Reading Research and the UN-Common Core: A Blueprint for Teaching and Teacher Education?

Comprehension and the Common Core: Can the Romance Survive (Reading Recovery Teacher Leaders, San Diego, Friday, October 19, 2012.)

The Common Core and Comprehension: A conversation with David Pearson In this Webinar, Pearson addresses the role of reading comprehension in the Common Core State Standards.

Research and the Common Core: Can the Romance Survive? In this narrated powerpoint from a webinar on the Common Core State Standards, Pearson asks and answers the question: Research and the Common Core: Can the Romance Survive?

Research and the Common Core: Can the Romance Survive (California Reading Association, San Diego, CA, October 20, 2012) Pertains to the Research Foundations of the Common Core.

Comprehension and the Common Core: Can the Romance Survive (Reading Recovery Teacher Leaders, San Diego, Friday, October 19, 2012.)

Comprehension and the Common Core: Can the Romance Survive (National Louis University's Fall Reading Leadership Institute) The topic is the likely impact of Common Core State Standards for English Language Arts on comprehension instruction in our classrooms.

Assessments to support deeper learning and ambitious instruction (NYC DOE Performance Assessment Pilot Summer Institute at Teachers College on September 29, 2012)

Vocabulary: Its role in comprehension, knowledge acquisition, and disciplinary learning; Vocabulary: Teaching it, assessing it, promoting it (31st Annual University of Wisconsin Reading Research Symposium, Madison, WI, June 2012)

David Pearson used these slides about Vocabulary Instruction during his presentation at the First Annual Conference of the Texas Association of Literacy Educators at the University of Incarnate Word in San Antonio Texas on Saturday, February 4, 2012.

David Pearson delivered a lecture with these slides at a professional development session with elementary principals and literacy coaches from Providence, RI, on December 15, 2011.

David Pearson used these slides in a presentation about Language and Literacy as Tools for Learning delivered at Teachers College, Columbia University on November 2, 2011.

A Confluence of Opportunity (California Reading Association, Vacaville, CA, November 2011)

Common Core Standards (Utah Council of the International Reading Association, Ogden, UT, September 2011)

Language and Literacy: Tools to Promote Subject Matter Learning (Minneapolis Public Schools, August 2011)

The Role of Science Vocabulary in Supporting Students’ Academic Language Development (IRA Preconference Institute 18: Literacy and Science: Exploring Connections that Promote Engaged Learning, co-presented with Jen Tilson, Orlando, FL, May 2011). Click herefor more information about the institute and to access slides, handouts, and additional information from all of the presenters.

The tortured history of reading comprehension assessment: Are there lessons from the past? Is there hope for the future? Will we ever get it right? (Outstanding Contributions to Education Research Award talk, AERA, New Orleans, LA, April 2011)

Supporting Reading Comprehension: Transforming Reading Comprehension: 10 research-based principles (43rd Annual Rutgers Reading and Writing Conference, Somerset, NJ, April 2011). The videos are available from IRA (not included) with the titles, Reading and Writing Grade by Grade and Speaking and Listening Grade by Grade. Also an extended presentation of the Talk about Text portion, is available from the University of Wyoming here.

Teaching Reading Comprehension: Research, Best Practice, and Good Teaching Videos shown are available here. (California Reading Literature Project, San Francisco, CA, March 2011)

Common Core State Standards: Opportunity for Reform or Same Old, Same Old…? (Joliet, IL and Oakbrook, IL, February 2011)

Rich Talk about Text A video of the presentation is also available here. (University of Wyoming, September 2010)

Supporting Reading Comprehension: The Role of Talk, Text, and Task (Austin, TX, September 2010)

Supporting Reading Comprehension: The Role of Talk, Text, and Task (University of Sidney, Australia, July 2010)

Reading Assessment: Still Time for a Change (IRA World Congress on Reading, Aukland, New Zealand, July 2010)

Silent Reading Pedagogy: An historical perspective (IRA Preconvention Institute #6, Revisiting Silent Reading: New Directions for Teachers,Administrators, and Researchers, Chicago, IL, April 2010)

Vocabulary: Words make a comeback in reading pedagogy (Naperville, IL, January 2010)

Teaching Reading Comprehension: Research, Best Practice, and Good Teaching (St. Louis, MO, December 2009; Las Vegas, NV and Westchester County, NY, March 2010)

Teaching Reading in a Time of Uncertainty: Bush, Obama, and the hope of Australia (ALEA/AATE, Australia, July 2009

Rich Talk About Text (ALEA/AATE, Australia, July 2009)

Infusing Comprehension Instruction into Reading Recovery (Melbourne, Australia, July 15, 2009)

Language and Literacy: Tools to Promote Subject Matter Learning (Melbourne and Tasmania, Australia, July 2009)

Teaching Reading in a Time of Promise: What can we expect of the Obama years? (International Reading Association (IRA), May 2009)

Reading, Writing and Language as Tools for Learning: Rethinking the School Curriculum: An Historical Perspective (IRA, May 2009)

Summary of Early Reading Recommendations in National Research Syntheses (IRA, May 2009)

So Where Have we Traveled since 1967? (IRA, May 2009)

Minnesota Mornings: An Interactive Reflection on our Career Pathways (IRA, May 2009)

Using Literacy to Support Children’s Acquisition of Science—Synergy in Action (Wisconsin State Reading Association and the National Reading Recovery Conference, February 2009)

Reading, Writing, and Language: Tools for Learning, Enjoyment, and Insight in Middle Years (Sydney, Australia, July 2008)

A video of a presentation on the history of education research within the context of reading education (Vanderbilt University, April 2008)

Teacher Knowledge and Teaching Reading (College Reading Association, November 2007)

Teaching Reading Comprehension: Research, Best Practice, and Good Teaching (Florida Reading Association, September 2007)

Comprehension Matters (IRA, May 2007)

Diversity, Pedagogy, and the Academy: What we can and cannot learn from the K-12 experience (UC Berkeley, March 2007)

Papers and Publications

A prepublication pdf of an essay on the Research Foundations for the Common Core State Standards in English language arts. To appear in S. Neuman and L. Gambrell (Eds.), Reading instruction in the age of Common Core State Standards. Newark, DE: International Reading Association. (Citation: Pearson, P.D. (in press). Research foundations for the Common Core State Standards in English language arts. In S. Neuman and L. Gambrell (Eds.), Reading instruction in the age of Common Core State Standards. Newark, DE: International Reading Association.)

Terry Underwood and Monica Yoo teamed up with David Pearson to present their philosophy of secondary comprehension instruction. They use the filter of Freebody and Luke's Four Resources Model to analyze and evaluate secondary comprehension artifacts and activities. (Underwood, T., Yoo, M.S., and Pearson, P.D., 2007.)

This is a pre-publication version (a few glitches and editor notes) of a chapter by Pearson and his colleagues, Freddy Hiebert and Mike Kamil, on vocabulary assessment. It builds on their 2007 RRQ piece on vocabulary assessment, but (hopefully) provides a more practical approach to thinking about how we "get by" while we wait for the revolution in vocabulary assessment to come our way. (Citation: Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (in press). Vocabulary Assessment: Making do with what we have while we create the tools we need. In E. Kame'enui and J. Baumann (Eds.), Vocabulary instruction, Second edition. New York: Guilford Publications.)

Terry Underwood and Monica Yoo teamed up with David Pearson to present their philosophy of secondary comprehension instruction. They use the filter of Freebody and Luke's Four Resources Model to analyze and evaluate secondary comprehension artifacts and activities. (Underwood, T., Yoo, M.S., and Pearson, P.D., 2007.)

For the 2011 publication of the 4th edition of IRA's What Research has to Say about Reading Instruction, Nell Duke and David Pearson, who authored the 2002 chapter on Comprehension for the 3rd edition of WRST, invited Alison Bilman and Stephanie Strachan to join them in creating a new treatment of comprehension entitled, Essential Elements of Fostering and Teaching Reading Comprehension. The full citation is Duke, N.D., Pearson, P.D., Strachan, S.L., & Billman, A.K. (2011). Essential elements of fostering and teaching reading comprehension. In S.J. Samuels, & A.E. Farstrup, What research has to say about reading instruction, 4th edition (pp. 51-93). Newark, DE: International Reading Association.

Terry Underwood and Monica Yoo teamed up with David Pearson to present their philosophy of secondary comprehension instruction. They use the filter of Freebody and Luke's Four Resources Model to analyze and evaluate secondary comprehension artifacts and activities. (Underwood, T., Yoo, M.S., and Pearson, P.D., 2007.)

Nell Duke and David Pearson wrote this piece in 2002 as a part of the 3rd edition of IRA's What Research has to Say to the Teacher. In it, they outline their model for a comprehensive, research-based approach to supporting and teaching comprehension for elementary students. (Duke, Pearson, 2002.)

David Pearson, Gina Cervetti, and Carolyn Jaynes compiled this chart when they were working with teachers in Vallejo, California, as a vehicle for helping teachers encourage greater student participation and initiative in discussions of text. It names, defines, illustrates, and offers teacher scaffolds for a variety of conversation moves that students need to gain control of in order to participate fully in conversations.