P. David Pearson

University of California, Berkeley

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Papers

Citation

H-Index

i-10 index

Research Trends

Author Order

Document Type

Co-Authors

Georgia Earnest García

University of Illinois Urbana-Champaign

Gina N. Cervetti

University of Michigan–Ann Arbor

Elfrieda H. Hiebert

Vanderbilt University

Barbara M. Taylor

California State University, Long Beach

Mary B. McVee

University at Buffalo, State University of New York

Lynn E. Shanahan

University at Buffalo, State University of New York

Peter H. Johnston

University at Albany, State University of New York

Fenice B. Boyd

University of South Carolina

H. Emily Hayden

Strategic Education Research Partnership

Michael L. Kamil

Stanford University

Cooperative Institutions

University of Illinois Urbana-Champaign

University of Michigan–Ann Arbor

University of California, Berkeley

Michigan State University

The University of Texas at Austin

Harvard University

University of Minnesota

Google (United States)

Stanford University

University of California, Los Angeles

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Papers

Citation

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Research Field

Principles for Classroom Comprehension Assessment

Remedial and Special Education (1988)

Sheila W. Valencia P. David Pearson

This paper presents five principles to guide reading comprehension assessment in the classroom. Based upon an interactive model emerging from the past two decades of reading research and theory, these principles acknowledge a close tie between assessment and instruction; namely, that assessment is part of instruction. The principles suggest that we (1) consider the reader, the text, and the context as we construct and interpret assessments. (2) Focus on orchestrating rather than isolating skills. (3) Regard reading as a dynamic process rather than a static product. (4) Develop techniques that encourage rather than ignore student-teacher interactions. (5) Use a variety of measures of reading comprehension. The paper concludes with several applications of these principles to classroom assessment.

10.1177/074193258800900106

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Citations (19)

What Happens to the Basics

Educational leadership (2013)

Elfrieda H. Hiebert P. David Pearson

Source

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Citations (11)

Toward a Theory of Reading Comprehension Instruction

Topics in Language Disorders (1980)

P. David Pearson Rand J. Spiro

Professor of Elementary Education, Senior Staff Member Associate Professor of Educational Psychology, Senior Staff Member, Center for the Study of Reading, University of Illinois Urbana, Illinois

Center (category theory)

10.1097/00011363-198012000-00008

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Citations (26)

Schema Theory and Implications for Teaching Reading: A Conversation. Reading Education Report No. 67.

Robert J. Tierney P. David Pearson

Schema (genetic algorithms)

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Citations (4)

Providing Differentiated Instruction for ELLs Using Questions

Youb Kim P. David Pearson

Ell

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Citations (0)

Assessing the Effectiveness of Summer Reading Programs

Scott G. Paris P. David Pearson Gina N. Cervetti Robert D. Carpenter Alison H. Paris

10.4324/9781410610362-13

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Citations (19)

Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read

American Educational Research Journal (1972)

S. Jay Samuels P. David Pearson Frank Smith

Contents: Preface to the Sixth Edition. The Essence of Reading. Comprehension and Knowledge. Spoken and Written Language. Information and Experience. Between Eye and Brain. Bottlenecks of Memory. Letter Identification. Word Identification. Phonics and Mediated Word Identification. The Identification of Meaning. Reading, Writing, and Thinking. Learning About the World. Learning About Written Language.

10.2307/1162059

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Citations (993)

The Effects of Inference Training and Practice on Young Children's Comprehension. Technical Report No. 166.

Jane Hansen P. David Pearson

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The effects of instruction in metacomprehension and inferencing on children's comprehension abilities

Christine J. Gordon P. David Pearson

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Citations (45)

Disciplinary Reading, Action, and Social Change

The Reading Teacher (2023)

Gina N. Cervetti P. David Pearson

Abstract In their Four Resources Model, Freebody and Luke (1990) described four roles that readers take as they engage with texts: the code breaker, meaning maker, text user/analyst, and text critic. In this article, we propose the addition of a fifth role, the text actor. In this role, readers engage with texts that can incite, inform, and inspire them to take action to produce change within the many communities in which they reside, including the classroom, local community, and national community. Creating opportunities to assume this role is a potentially important part of preparing students for active social and civic participation, and it is especially important in this historical moment, when we are confronted with significant challenges that require global problem solving and participation. We describe the text actor role and share examples of how students can take on this role in disciplinary learning.

Discipline

Code (set theory)

10.1002/trtr.2196

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Citations (2)