VITA P. David Pearson October 2016 - Gse.berkeley.edu
VITAP. David PearsonOctober 2016P. David Pearson is an emeritus faculty member in the Graduate School of Education at the University ofCalifornia, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy historyand policy. He also holds an appointment as a Professor of the Graduate School and is the Evelyn Lois CoreyEmeritus Chair in Instructional Science.Prior to coming to Berkeley in 2001, he served as the John A. Hannah Distinguished Professor of Education in theCollege of Education at Michigan State and as Co-Director of the Center for the Improvement of Early ReadingAchievement. Even earlier, he was Dean of the College of Education, Co-Director of the Center for the Study ofReading, and Professor of Curriculum and Instruction at the University of Illinois. His initial professorialappointment was at the University of Minnesota in Minneapolis from 1969-1978.He has been active in professional organizations, serving the International Reading Association (IRA) and theNational Council of Teachers of English (NCTE) in many capacities (including the IRA Board of Directors), boththe National Reading Conference (NRC) and The National Conference of Research in English as President, andthe American Association of Colleges of Teacher Education as a member of the Board. He currently serves as theChair of IRA’s Literacy Research Panel.Awards include the 1989 Oscar Causey Award for outstanding contributions to reading research from the NRCand the 1990 William S.Gray Citation of Merit. for his contributions to theory, research, and practice from theIRA. In 2004, he received the Alan Purves Award from NCTE for the Research in Teaching English article mostlikely to influence practice, and in 2005, the Albert J. Harris Award from IRA for scholarship on readingdifficulties. In 2006, the University of Minnesota honored him with the Alumni Outstanding Achievement Award,the highest non-academic award given at the University, for his contributions to educational research and practice.In 2010, he received the AERA Distinguished Contributions to Research in Education Award. In 2003, he waselected to membership in the National Academy of Education (NAE) and in 2009 to membership as a Fellow ofthe AERA. In 2012, the Literacy Research Association (formerly the NRC) created the P. David PearsonScholarly Influence Award to honor scholarship that impacts literacy practice.He has served as an advisor to the National Academy of Science, the Children's Television Workshop (now theSesame Workshop), a myriad of school districts and state agencies, and many educational public and privateeducational enterprises. He has been a reading program author for several publishers, including Ginn & Co.(Ginn Reading Program), Silver Burdett & Ginn (World of Reading and Literature Works), National Geographic(Reading/Writing Workshop), and Pearson Scott-Foresman (Reading Street).He has written and co-edited several books about research and practice, most notably the Handbook of ReadingResearch, now in its fourth volume. He has served on the boards of many educational research journals e.g.,Reading Research Quarterly, Science, Journal of Literacy Research, Review of Educational Research, Journal ofEducational Psychology, Cognition and Instruction, Research in Teaching English, and Review of EducationalResearch. He has served multiple terms as editor of 3 major research publications-Reading Research Quarterly,NRC Yearbook, and Review of Research in Education. His 300 books, articles and chapters, written with over200 co-authors, appear in a range of outlets for a wide range of audiences—teachers, scholars, and policy makers.He is currently working on several projects related to the history of literacy and to literacy policy and practice.Professor Pearson received his B.A. in History from the University of California Berkeley, after which he taughtelementary school in California and went on to complete his Ph.D. in Reading Education at the University ofMinnesota. He completed post-doctoral study at the University of Texas, Austin and Stanford University.University of California, Berkeley
Vita: P. David PearsonJuly 20172PERSONAL INFORMATIONP. David Pearson, Professor Emeritus and Professor of theother e-mail: pdavidpearsondean@gmail.comGraduate School at the Graduate School of Educationwebsite presentations: www.scienceandliteracy.org5645 Tolman Hall #1670website photos:University of California, pictures/pdpBerkeley CA 94720-1670portraits.htmlGSE Office: 510 543-6508Home: 851 Euclid Avefax: 510 642-4799Berkeley, CA 94708 -1305email: ppearson@berkeley.eduHome #: 510 526 6986Cell: 510 543 6508Educational HistoryUniversity of California, BerkeleyUniversity of Minnesota, MinneapolisUniversity of Texas, AustinStanford UniversityEmployment HistoryPorterville, California SchoolsUniversity of Minnesota, MinneapolisUniversity of Texas, AustinUniversity of Minnesota, MinneapolisUniversity of IllinoisMichigan State UniversityUniversity of California, BerkeleyHonorsPhi Beta KappaDistinction in History and ScholarshipOscar Causey Award for ResearchWilliam S. Gray Citation of MeritHarold E. Mitzel Award for MeritoriousContribution to Educational PracticeThrough ResearchElection to MembershipThe Alan Purves Prize for the researcharticle in Research in Teaching Englishmost likely to impact practiceThe Albert J. Harris Award for the mostsignificant article about readingdifficultiesAlumni Outstanding Achievement AwardAERA FellowAERA Distinguished Contributions toResearch in Education AwardP. David Pearson Scholarly Influence .Ph.D.Post DocVisiting ScholarClassroom TeacherTeaching AssociatePost-Doctoral FellowAssistant –Full ProfessorVisiting Professor-ProfessorCo-Director, Center for the Study of ReadingDeanJohn A. Hannah Distinguished ProfessorCo-Director, Center for the Improvement ofEarly Reading Achievement (CIERA)Professor and 978-19951985-19891989-19951995-20011997-2001UC BerkeleyUC BerkeleyNational Reading ConferenceInternational Reading AssociationJournal of Educational Research19631963198919902000National Academy of EducationNational Council of Teachers of English20032004International Reading Association2005University of MinnesotaAmerican Education Research AssociationAmerican Education Research Association200620092010Literacy Research Association (NRC)2012University of California, Berkeley2001-20102010-present
Vita: P. David PearsonJuly 2017University of California, Berkeley3
Vita: P. David PearsonFebruary 2012SCHOLARLY PURSUITSBooksPearson, P. D. (Ed.). (1977). Reading:Research, theory, and practice. Clemson,SC: National Reading Conference.Beach, R., & Pearson, P. D. (Eds.). (1978).Perspectives on literacy. Minneapolis:University of Minnesota.Johnson, D. D., & Pearson, P. D. (1978).Teaching reading vocabulary. New York:Holt, Rinehart & Winston.Pearson, P. D., & Hansen, J. (Eds.). (1978).Reading disciplined inquiry in processand practice. Clemson SC: NationalReading Conference.Pearson, P. D., & Johnson, D. D. (1978).Teaching reading comprehension. NewYork: Holt, Rinehart and Winston.Pearson, P. D., Barr, R., Kamil, M. L., &Mosenthal, P. (Eds.). (1984). Handbookof reading research. New York:Longman, Inc.Johnson, D. D., & Pearson, P. D. (1984).Teaching reading vocabulary (2ndEdition). New York: Holt, Rinehart &Winston.Samuels, S. J. & Pearson, P. D. (Eds.).(1988). Changing school readingprograms: Principles and case studies.Newark DE: International ReadingAssociation.Taylor, B., Harris, L., & Pearson, P. D.(1988). Reading difficulties: Instructionand assessment. New York: RandomHouse.Barr, R., Kamil, M. L., Mosenthal, P., &Pearson, P. D. (Eds.). (1991). Handbookof reading research (Vol. 2). New York:Longman, Inc.Taylor, B., Harris, L., Pearson, P. D., &García, G. E. (1995). Reading difficulties:Instruction and assessment (2nd Edition).New York: Random House.Kamil, M., Mosenthal, P., Pearson, P. D., &Barr, R. (Eds.). (2000). Handbook of readingresearch (Vol. 3). Hillsdale NJ: LawrenceErlbaum.Taylor, B. M., & Pearson, P. D. (Eds.).(2002). Teaching reading: Effectiveschools, accomplished teachers. MahwahNJ: Lawrence Erlbaum.page 4Taylor, B. M., Frye, B. J. Peterson, D. S., &Pearson, P. D. (2003). Steps for SchoolWide Reading Improvement. Washington,DS: National Education Association. [abooklet for teachers]Darling-Hammond, L., Barron, B., Pearson,P. D. & Schoenfeld, A. S., Stage, E.,Zimmerman, T. D., Cervetti, G. N., &Tilson, J. L. (2008). Powerful learning:What we know about teaching forunderstanding. San Francisco: JosseyBassKamil, M. L., Pearson, P. D., Moje, E. &Afflerbach, P. (Eds.). (2011). Handbook ofreading research, Vol IV. London:Routledge.Pearson, P. D. & Hiebert, E. H. (Eds),(2015). Research-based practices forteaching Common Core literacy. NewYork: Teachers College Press.MonographsAulls, M., & Pearson, P. D. (1974). Ananalysis of the results of the Minnesotaeducational assessment program (year 01reading). St. Paul MN: State Departmentof Education.Pearson, P. D., & Farstrup, A. (1975).Reading performance in Minnesota. St.Paul MN: State Department of Education.Pearson, P. D., Farstrup, A., & Aulls, M.(1975). An analysis of the results of adistrict wide pilot reading assessmentprogram: The relationship between theteaching/learning environment andstudent performance. St. Paul MN: StateDepartment of Education.Valencia, S., & Pearson, P. D. (1986).Reading assessment: Illinois initiatives.Illinois State Board of Education,Springfield IL.Valencia, S. W., Pearson, P. D. & Greer, E.A. (1987). Assessing reading in Illinois.Springfield, IL: Illinois State Board ofEducation.Pearson, P. D., & Valencia, S. (1988). TheIllinois reading assessment: An historicalperspective. Illinois State Board ofEducation, Springfield IL.Shanahan, T., Callison, K., Carriere, C.,Duke, N. K., Pearson, P. D.,Schatschneider, C., & Torgerson (2010).Improving reading comprehension inkindergarten through 3rd grade: AUniversity of California, Berkeley
Vita: P. David PearsonFebruary 2012practice guide (NCEE 2010-4038).Washington, DC: National Center forEducation Evaluation and RegionalAssistance.Articles and Book Chapters1970Bormuth, J. R., Carr, J. W., Manning, J., &Pearson, P. D. (1970). Children’scomprehension of between- and withinsentence syntactic structures. Journal ofEducational Psychology, 61, 349-357.1971Pearson, P. D. (1971). Developing languageskills and self-concept: Which contentareas seem most promising? ElementaryEnglish, 48,17-21. (Reprinted in a jointpublication of National Council ofTeachers of English and NationalConference on Research in English,Research bases for oral languageinstruction.)1974Pearson, P. D., & Kamil, M. L. (1974).Word recognition latencies as a functionof form class, stem length and affixlength. Visible Language, 8, 241-46.1975Johnson, D. D., & Pearson, P. D. (1975).Skills management systems: A critique.The Reading Teacher, 28, 757-764.Pearson P. D. & Studt, A. (1975). Theeffects of word frequency and context onchildren’s word identification abilities.Journal of Educational Psychology, 67,89-95.Pearson, P. D. (1974-75). The effects ofgrammatical complexity on children’scomprehension, recall and conception ofsemantic relations. Reading ResearchQuarterly, 10, 155-192. (Reprinted in H.Singer & R. Ruddell [Eds.] (1976).Theoretical Models and Processes ofReading [2nd Edition]. Newark DE:International Reading Association.1976Pearson, P. D. (1976). A psycholinguisticmodel of reading. Language Arts, 53,page 5309-314.Pearson, P. D., Weeks, B., & Nuval, B.(1976). Some concurrent validity studiesof group tests of word identification skills.In W.D. Miller & G.H. McNinch (Eds),Reflections and investigations on Reading- 25th Yearbook of the National ReadingConference (pp. 209-217). Clemson SC:National Reading Conference.1977Pearson, P. D., & Kamil, M. L. (1977-78).What hath Carver raud? A review ofCarver’s "Toward a theory of readingcomprehension and rauding." ReadingResearch Quarterly, 13, 92-115.1978Kamil, M. L., & Pearson, P. D. (1978).Error patterns in oral reading. ReadingImprovement, 131-35.Pearson, P. D. (1978). A review of analysisof skill: Reading. Scholastic TestingService. For Buros, Eighth mentalmeasurements yearbook (pp. 1245-1247).Highland Park NJ: The Gryphon Press.Pearson, P. D. (1978). A review of theDiagnostic Screening Test: Reading,Facilitation House. For Buros, Eighthmental measurements yearbook (pp. 12331235). Highland Park NJ: The GryphonPress.Pearson, P. D. (1978). Methodologicalissues in comprehension research. In J.Harste & R. Carey (Eds.), Newperspectives on comprehension (Vol. 2,pp. 153-170). (Indiana UniversityMonograph Series on Teaching andLanguage.)Pearson, P. D. (1978). Operationalizingterms and definitions in readingcomprehension. Resources in Education.Pearson, P. D. (1978). Some practicalapplications of a psycholinguistic modelof reading. In S. J. Samuels (Ed.), Whatresearch says to the teacher. NewarkDE: International Reading Association.Sloan, M., & Pearson, P. D. (1978). Theeffects of teacher intervention on poorreaders' comprehension of textual matterin a vocational-technical school. Journalof American Vocational EducationResearch, 3, 9-20.University of California, Berkeley
Vita: P. David PearsonFebruary 20121979Kamil, M. L., & Pearson, P. D. (1979).Theory and practice in teaching reading.New York University Education Quarterly,10, 9-16.Nicholson, T., Pearson, P. D., & Dykstra, R.(1979). Effects of embedded anomaliesand oral reading errors on children’sunderstanding of stories. Journal ofReading Behavior, 11, 339-354.Pearson, P. D. (1979). On bridging gaps andspanning chasms. Curriculum Inquiry, 8,384-398.Pearson, P. D., Hansen, J., & Gordon, C.(1979). The effect of backgroundknowledge on young children’scomprehension of explicit and implicitinformation. Journal of ReadingBehavior, 11, 201-210.1980Pearson, P. D., & Raphael, T. E. (1980). Somereflections on discourse comprehension. In J.Vaughan & P. Anders (Eds.), Research onreading in the secondary schools (pp. 37-49).Tucson: University of Arizona.Pearson, P. D., & Spiro, R. (1980). Towarda theory of reading comprehensioninstruction. Topics in LanguageDisorders, 1, 71-88.Raphael, T. E., Winograd, P., & Pearson, P.D. (1980). Strategies children use whenanswering questions. In M.L. Kamil &A.J. Moe (Eds.), Perspectives on readingresearch and instruction. WashingtonD.C.: National Reading Conference, Inc.Ryder, R. J., & Pearson, P. D. (1980). Theinfluence of type-token frequencies andfinal consonants on adults’ internalizationof vowel-digraphs. Journal ofEducational Psychology, 72, 618-624.1981Pearson, P. D. (1981). A decade of researchin reading comprehension. In V. Froese &S. Straw (Eds.), Research in the languagearts: Language and schooling (pp. 255265). Baltimore: University Park Press.Pearson, P. D. (1981). A retrospectivereaction to prose comprehension research.In C. Santa & B. Hayes (Eds.), Children’sprose comprehension: Research andpractice (pp. 117-132). Newark DE:International Reading Association.page 6Pearson, P. D. (1981). Asking questionsabout stories. In Ginn Occasional Papers:Writings in reading and language arts(Monograph No. 15). Lexington MA.:Ginn & Co. (Reprinted in A.J. Harris & E.R. Sipay [Eds], Readings in readinginstruction [3rd Edition]. New York:Longman, 1984.)Pearson, P. D., & Camparell, K. (1981).Comprehension of text structures. In J.Guthrie (Ed.), Comprehension andteaching (pp. 27-54). Newark DE:International Reading Association.(Reprinted in H. Singer & R. Ruddell[Eds.], Theoretical models and processesof reading (3rd Edition). Newark DE:International Reading Association.) Alsoreprinted in 4th edition.Pearson, P. D., Raphael, T., Tepaske, N., &Hyser, C. (1981). The function ofmetaphor in children’s recall of expositorypassages. Journal of Reading Behavior,13, 249-261.Tierney, R. J., & Pearson, P. D. (1981).Learning to learn from text: A frameworkfor improving classroom practice. In E.K. Dishner, J. Readance, & T. Bean(Eds.), Reading in the content areas:Improving classroom practice. DubuqueIA: Kendall Hunt.Tierney, R. J., & Pearson, P. D. (1981).What to look for in basal readers. TheSchool Administrator, 38, 15.1982Johnston, P., & Pearson, P. D. (1982).Assessment: Response to exposition. InA. Berger & H. A. Robinson (Eds.),Secondary school reading: What researchreveals for classroom practice. Urbana,IL: National Council of Teachers ofEnglish/National Conference on Researchin English.Pearson, P. D., & Fielding, L. (1982).Research update: Listeningcomprehension. Language Arts, 59, 617629. (Reprinted in A.J. Harris & E.R.Sipay [Eds.], Readings in readinginstruction (3rd Edition). New York:Longman, 1984.)Pearson, P. D. & Spiro, R. (1982). The newbuzzword in reading is schema.Instructor,91(9), 46-49.Pearson, P. D. (1982). A primer for schemaUniversity of California, Berkeley
Vita: P. David PearsonFebruary 2012theory. Volta Review, 84, 25-34.Pearson, P. D. (1982). Four essentialchanges in comprehension instruction. InF. Parkay, S. O’Bryan, & M. Hennessy(Eds.), Quest for quality: Improving basicskills instruction in the 1980s. SanMarcos TX: Southwest Texas StateUniversity.Tierney, R. J., & Pearson, P. D. (1982).Learning to learn from text: A frameworkfor improving classroom practice. In L.Reed & S. Ward (Eds.), Basic skills,issues and choices, St. Louis MO:CEMREL.1983Hansen, J., & Pearson, P. D. (1983). Aninstructional study: Improving theinferential comprehension of fourth gradegood and poor readers. Journal ofEducational Psychology, 75, 821-829.Leys, M., Fielding, L., Herman, P., &Pearson, P. D. (1983). Does clozemeasure intersentence comprehension? Amodified replication of Shanahan, Kamil,and Tobin. In J. A. Niles, & L. A. Harris(Eds.), Searches for meaning inreading/language processing andinstruction (pp. 111-114). Rochester NY:National Reading Conference.Pearson, P. D. (1983). Direct, explicitinstruction of reading comprehension. InG. G. Duffy, L. R. Roehler, & J. Mason(Eds.), Comprehension instruction:Perspectives and suggestions (pp. 222233). New York: Longman, Inc.Pearson, P. D., & Gallagher, M. C. (1983).The instruction of reading comprehension.Contemporary Educational Psychology, 8,317-344.Pearson, P. D., & Tierney, R. J. (1983). Insearch of a model of instructional researchin reading. In S. Paris, G. M. Olson, & H.W. Stevenson (Eds.), Learning andmotivation in the classroom (pp. 111-114).Hillsdale NJ: Lawrence ErlbaumAssociates, Inc.Pearson, P. D., (1983). A critique of F. J.Guszak’s Study: Teacher questioning andreading. In L.M. Gentile, M.L. Kamil &J.S. Blanchard (Eds.), Reading researchrevisited (pp. 271-281). Columbus OH:Merrill.Tierney, R. J., & Pearson, P. D. (1983).page 7Toward a composing model of reading.Language Arts, 60, 568-580. (Reprintedin J. Jensen (Ed.), Composing andcomprehending. Urbana IL: ERIC/RCS& National Conference on Research inEnglish, 1984.)1984Anderson, R. C., & Pearson, P. D. (1984).A schema-theoretic view of basicprocesses in reading comprehension. InP.D. Pearson [Ed.], Handbook of readingresearch (pp. 255-291). New York:Longman, Inc.Moes, M. A., Foertsch, D. J., Stewart, J.,Dunning, D., Rogers, T., Seda-Sentana, I.,Benjamin, L., & Pearson, P. D. (1984).Effects of text structure on children’scomprehension of expository material. InJ. Niles and L. Harris (Eds.), Changingperspectives on research inreading/language processes andinstruction (pp. 2841). Rochester NY:National Reading Conference.Pearson, P. D. (1984). A context forinstructional research on readingcomprehension. In J. Flood (Ed.),Promoting reading comprehension (pp. 115). Newark DE: International ReadingAssociation.Pearson, P. D. & Raphael, T. E. (1984).Reading Comprehension. In R.Thompson (Ed.), Reading: Researchreviews (pp. 174-198). Dubuque IA:Burgess Publishing Co.Pearson, P. D. & Tierney, R. J. (1984). Onbecoming a thoughtful reader: Learningto read like a writer. In A. Purves & O.Niles (Eds.) Becoming readers in acomplex society (National Society forStudies in Education 83rd yearbook) (pp.144-173). Chicago: National Society forStudies in Education.Pearson, P. D. (1984). Guided reading. InR. C. Anderson, J. Osborn, & R. J.Tierney (Eds.), Learning to read inAmerican schools (pp. 21-29). HillsdaleNJ: Erlbaum, Associates, Inc1985Dole, J. A., & Pearson, P. D. (1985).Reading research into practice: Nineprinciples worth implementing in theclassroom. Principal, 61, 13-18.University of California, Berkeley
Vita: P. David PearsonFebruary 2012Pearson, P. D. (1985). Changing the face ofreading comprehension instruction. TheReading Teacher, 38, 724-738.Pearson, P. D. (1985). Reading beyond thelines. Basic Education, 30, 4, 6-8.Pearson, P. D., & Dunning, D. (1985). Theimpact of assessment on readinginstruction. Illinois Reading CouncilJournal, 13, 2, 19-29.Pearson, P. D., & Leys, M. (1985).“Teaching” comprehension. In T. L.Harris & E. J. Cooper (Eds.), Reading,thinking, and concept development:Strategies for the classroom (pp. 3-20).New York: The College Board.Raphael, T. E., & Pearson, P. D. (1985).Increasing students’ awareness of sourcesof information for answering questions.American Educational Research Journal,22, 217-236.Taylor-Delain, M., Pearson, P. D., &Anderson, R. C. (1985). Readingcomprehension and creativity in Blacklanguage use: You stand to gain byplaying the sounding game. AmericanEducational Research Journal, 22, 155174.1986Pearson, P. D. (1986). Twenty years ofresearch in reading comprehension. In T.E. Raphael (Ed.), Contexts for schoolbased literacy (pp. 43-62). New York:Random House.1987Anders, P. A., & Pearson, P. D. (1987).Instructional research on literacy andreading: Parameters, perspectives, andpredictions. In R. J. Tierney, P. A.Anders, & J. Mitchell (Eds.),Understanding readers’ understanding(pp. 307-320). Hillsdale NJ: LawrenceErlbaum Associates.Herman, P., Anderson, R., Pearson, P. D., &Nagy, W. (1987). Incidental acquisitionof word meaning from expositions withvaried text features. Reading ResearchQuarterly, 22 (3), 263-284.Hunter, B., Crismore, A., & Pearson, P. D.(1987). Visual displays in basal readersand social studies textbooks. In H.Houghton & D. Willows (Eds.), Thepsychology of illustration: Volume 2.page 8Instructional issues (pp. 116-135). NewYork: Springer Verlag.Pearson, P. D., & Dole, J. (1987). Explicitcomprehension instruction: A review ofresearch and a new conceptualization ofinstruction. Elementary School Journal,88 (2), 151-165.Pearson, P. D., & Valencia, S. (1987).Assessment, accountability, andprofessional prerogative. In J. E. Readance& S. Baldwin (Eds.), Research in literacy:Merging perspectives (pp. 3-16).Rochester NY: National ReadingConference.Valencia, S., & Pearson, P. D. (1987).Reading assessment: Time for a change.The Reading Teacher, 40, 726-733.1988Gallagher, M. C., Goudvis, A., & Pearson,P. D. (1988). Principles of organizationalchange. In S. J. Samuels, & P. D. Pearson(Eds.), Changing school readingprograms: Principles and case studies(pp. 11-40). Newark DE: InternationalReading Association.O’Flahavan, J. F., Hartman, D. K., &Pearson, P. D. (1988). Teacherquestioning and feedback: A twenty yearretrospective. In J. E. Readance & R. S.Baldwin, Dialogues in literacy research(pp. 183-208). Chicago: NationalReading Conference.Stallman, A. C., & Pearson, P. D. (1988).Let’s put tests in their place. The ReadingInstruction Journal, 31 (3), 48-51.Tierney, R. J., Tucker, D. L., Gallagher, M.,Pearson, P. D., Crismore, A. (1988). TheMetcalf project: A teacher-researchercollaboration in developing reading andwriting instructional problem-solving. InSamuels, S. J., & Pearson, P. D. (Eds.),Changing school reading programs:Principles and case studies (pp. 207-226).Newark DE: International ReadingAssociation.Valencia, S., & Pearson, P. D. (1988).Principles for classroom comprehensionassessment. Remedial and SpecialEducation, 9 (1), 26-35.Vosniadou, S., Pearson, P. D., and Rogers,T. (1988). What causes children’s failuresto detect inconsistencies in text?Representation versus comparisonUniversity of California, Berkeley
Vita: P. David PearsonFebruary 2012difficulties. Journal of EducationalPsychology, 80 (1), 27-39.1989Anthony, H. M., Pearson, P. D., & Raphael,T. E. (1989). Reading comprehension: Aselected review. In R. Thompson (Ed.),Classroom reading instruction, 2nd Ed.(pp. 143-168). Dubuque IA: BurgessPublishing Co.Pearson, P. D. (1989). Reading the wholelanguage movement. Elementary SchoolJournal, 90(2), 231-41.Valencia, S. W., Pearson, P. D., Peters, C.W., & Wixson, K. K. (1989). Theory andpractice in statewide reading assessment:Closing the gap. Educational Leadership,47 (7), 57-63.1990Greer, E. A., & Pearson, P. D. (Spring1990). The squeaky wheel DOES get thegrease. Testing & Assessment (4), 1-3.Pearson, P. D., & Raphael, T. (1990).Reading comprehension as a dimension ofthinking. In B. F. Jones & L. I. Idol,Dimensions of thinking and cognitiveinstruction: Implications for reform (Vol.l) (pp. 209-240). Hillsdale NJ: LawrenceErlbaum Associates, Inc.Stallman, A. C., Commeyras, M., Kerr, B.,Meyer Reimer, K., Jiménez, R., Hartman,D. K., & Pearson, P. D. (1990). Are“new” words really new? ReadingResearch and Instruction, 29 (2), 12-29.Stallman, A. C., & Pearson, P. D. (1990).Formal measures of early literacy. In L.Morrow & J. Smith, Assessment forinstruction in early literacy (pp. 7-44).Englewood Cliffs NJ: Prentice Hall.Valencia, S., McGinley, W., & Pearson, P.D. (1990). Assessing reading and writing.In G. G. Duffy (Ed.), Reading in themiddle school (2nd Ed.) (pp. 124-153).Newark DE: International ReadingAssociation.1991Dole, J., Duffy, G., Roehler, L., & Pearson,P. D. (1991). Moving from the old to thenew: Research on reading comprehensioninstruction. Review of EducationalResearch, 61 (2), 239-264.García, G. E., & Pearson, P. D. (1991).page 9Modifying reading instruction tomaximize its effectiveness for all students.In M. S. Knapp & P. M. Shields (Eds.),Better schooling for the children ofpoverty: Alternatives to conventionalwisdom (pp. 31-59). Berkeley CA:McCutchan.García, G. E., & Pearson, P. D. (1991). Therole of assessment in a diverse society. InE. Hiebert (Ed.), Literacy in a diversesociety: Perspectives, practices, andpolicies (pp. 253-278). New York:Teachers College Press.Pearson, P. D., & Greer, E. (1991). NewDevelopments in the IGAP assessment.The Illinois Reading CouncilCommunicator, 15, 1-3.Pearson P. D., & Fielding, L. (1991).Comprehension Instruction. In R. Barr,M. L. Kamil, P. Mosenthal, & P. D.Pearson (Eds.), Handbook of readingresearch (Vol. 2, pp. 815-860). NewYork: Longman.Seda, I., & Pearson, P. D. (1991). Interviewto assess learners’ outcomes. ReadingResearch and Instruction.Valencia, S. V., Stallman, A. C.,Commeyras, M., Pearson, P. D., &Hartman, D. K. (1991). Four measures oftopical knowledge: A study of constructvalidity. Reading Research Quarterly, 26,(3), 204-233.1992Paris, S. G., Calfee, R. C., Filby, N.,Hiebert, E. H., Pearson, P. D., Valencia, S.W., & Wolf, K. P. (1992). A frameworkfor authentic literacy assessment. TheReading Teacher (46) 2, 88-99.(Reprinted in In. S. Barrentine (Ed.),(2001) Reading assessment: Principlesand practices for elementary teachers.Newark DE: International ReadingAssociation.)Pearson, P. D. (1992). Reading. Theencyclopedia of educational research (pp.1075-1085).Pearson, P. D. & Greer, E. A. (1992).Helping your students prepare for theIllinois reading assessment. IllinoisReading Council Journal, 20, 14-18.Pearson, P. D., Roehler, L., Dole, J., &Duffy, G. (1992). Developing expertise inreading comprehension. In S. J. SamuelsUniversity of California, Berkeley
Vita: P. David PearsonFebruary 2012& A. E. Farstrup (Eds.), What researchsays to the teacher (2nd Ed) (pp. 145199). Newark DE: International ReadingAssociation.Pearson, P. D. (1992). RT remembrance:The second 20 years. The ReadingTeacher, 45, 378-385.1993Pearson, P. D., & Stephens, D. (1993).Learning about literacy: A 30-yearjourney. In C. J. Gordon, G. D. Labercane,& W. R. McEachern (Eds.) Elementaryreading: Process & practice (pp. 4-18).Boston: Ginn Press.Pearson, P. D. (1993). Focus on researchteaching and learning reading: A researchperspective. Language Arts, 70, (6), 502511.Pearson, P. D. (1993). Standards for theEnglish language arts: A policyperspective. Journal of ReadingBehavior, 25 (4), 457-475.Pearson, P. D., & DeStefano, L. (1993). Anevaluation of the 1992 NAEP readingachievement levels, report one: Acommentary on the process. In R. Linn,R. Glaser, & G. Bohrnstedt (Eds.), Settingperformance standards for studentachievement: Background studies.Stanford CA: The National Academy ofEducation.Pearson, P. D., & DeStefano, L. (1993). Anevaluation of the 1992 NAEP readingachievement levels, report two: Ananalysis of the achievement leveldescriptors. In R. Linn, R. Glaser, & G.Bohrnstedt (Eds.), Setting performancestandards for student achievement:Background Studies. Stanford CA: TheNational Academy of Education.Pearson, P. D., & DeStefano, L. (1993). Anevaluation of the 1992 NAEP readingachievement levels, report three:Comparison of the cutpoints for the 1992NAEP Reading Achievement Levels withthose set by alternate means. In R. Linn,R. Glaser, & G. Bohrnstedt (Eds.), Settingperformance standards for studentachievement: Background Studies.Stanford CA: The National Academy ofEducation.Pearson, P. D., & DeStefano, L. (1993).Content validation of the 1992 NAEP inpage 10reading: Classifying items according tothe reading framework. In R. Linn, R.Glaser, & G. Bohrnstedt (Eds.), The trialstate assessment: Prospects and realities:background studies. Stanford CA: TheNational Academy of Education.1994Pearson, P. D. (1994). Commentary onCalifornia’s new English-language artsassessment. In S. W. Valencia, E. H.Hieb
P. David Pearson October 2016 University of California, Berkeley P. David Pearson is an emeritus faculty member in the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. His current research focuses on literacy history and policy.
VITA shade, VITA made. VITAPAN PLUS Product Information / Mould Chart Date of issue 03.13 VITA shade taking VITA shade communication VITA shade reproduction VITA shade control Available in VITA SYSTEM 3D-MASTER and VITA classical A1 - D4 shades (except B1)
VITA ShadeAssist guarantees exact transfer, management and documentation of all relevant tooth shade information, meaning accurate reproduction regardless of whether VITA Easyshade or a VITA shade guide - VITA Classical A1-D4 or VITA Linearguide 3D-MASTER - is used for shade determination. 20 VITA Assist products
Bellamy Young Ben Feldman Ben McKenzie Ben Stiller Ben Whishaw Beth Grant Bethany Mota Betty White Bill Nighy Bill Pullman Billie Joe Armstrong Bingbing Li Blair Underwood . David Koechner David Kross David Letterman David Lyons David Mamet David Mazouz David Morrissey David Morse David Oyelowo David Schwimmer David Suchet David Tennant David .
Pearson Education LTD. Pearson Education Australia PTY, Limited. Pearson Education Singapore, Pte. Ltd. Pearson Education North Asia, Ltd. Pearson Education Canada, Ltd. Pearson Educación de Mexico, S.A. de C.V. Pearson Education—Japan Pearson Education Malaysia, Pte. Ltd. The Libra
Pearson Education LTD. Pearson Education Australia PTY, Limited. Pearson Education Singapore, Pte. Ltd. Pearson Education North Asia, Ltd. Pearson Education Canada, Ltd. Pearson Educatión de Mexico, S.A. de C.V. Pearson Education—Japan Pearson Education Malaysia, Pte. Ltd. Library of Co
between the Vita Classical Shade Guide (Vita Zahnfabrik) and the composite veneers were calculated using the CIEDE2000 formula. Results: For the composite veneers using Filtek Supreme Ultra, the best match for A1 Vita shade was achieved la-yering either EA1 with DA2 or DA3; EA2 with DA1 or DA2 (ΔE 00 1.53 1.96 0.4). For A2 Vita shade .
Pearson (UK) 80 Strand, London WC2R 0RL, UK T 44 (0)20 7010 2000 F 44 (0)20 7010 6060 firstname.lastname@pearson.com www.pearson.com Pearson (US) 1330 Avenue of the Americas, New York City, NY 10019, USA T 1 212 641 2400 F 1 212 641 2500 firstname.lastname@pearson-inc.com www.pearson.com Pearson Education One Lake Street, Upper Saddle River,
2003–2008 Mountain Goat Software Scrum roles and responsibilities Defines the features of the product, decides on release date and content Is responsible for the profitability of the product (ROI) Prioritizes features according to market value Can change features and priority every sprint Accepts or rejects work results Product Owner .
