The link between standard and dual language teachers’ Spanish literacy instruction and ue of formative assessments. García, G. E. & Lang, M. G. (2018).

This article was submitted by Joey García. After re-reading the 1994 García & Pearson article on assessment and diversity, I realized the relevance of the 2018 article to several of the questions that David and I asked at the end of the 1994 article.… Read the rest

TBALL and a Hat

UCB and UCLA played on the same team between 2003-2009—perhaps a first!

Of course this was the TBALL team (Technology Based Assessment of Language and Literacy).

With many flights up and down the coast of California (and one nixed suggestion of meeting half way at The Cattleman’s Ranch in King City)—we got to know David and Mia – Abeer (Alwan), Elaine (Anderson), Patti (Price), Shri (Narayanan), Margaret (Heritage) and I.… Read the rest

Three Children, Two Languages, and Strategic Reading: Case Studies in Bilingual/Monolingual Reading. Jiménez, R. T., Garcia, G. E., & Pearson, P. D. (1995).

This article also was derived from Bob Jiménez’s dissertation. It provided qualitative case studies of a successful Latina student’s reading comprehension strategies in English compared to those of a less successful Latino student and a successful Anglo student’s reading comprehension strategies.… Read the rest

The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Jiminéz, R. T., García, G. E., & Pearson, P. D. (1996).

This article was submitted by Joey (Georgia) Garcia to accompany the 1994 publication entitled “Assessment and Diversity.” David was Bob’s Ph.D. adviser, and Joey was his thesis director. The actual publication was derived from Bob’s dissertation. The findings were from qualitative think-alouds in which Bob, as a bilingual researcher, interacted with the students in Spanish and English to document how they approached and comprehended narrative and informational texts in each language.… Read the rest

Remembering a Common Legacy

It has been extremely difficult for me to match specific works of mine with specific works of David’s (I have attached a few), not because he has had a limited impact on my work but because from his earliest publications and talks his work has had such a deep impact on the field, and therefore on me, that much of it has reshaped how we think about such issues as comprehension, instruction and assessment.… Read the rest

Learning: A process of enculturation into the community’s practices. Kong, A., & Pearson, P. D. (2005)

From Ailing Kong
This piece is the talk that David and I gave at the 2004 NCTE Annual Conference upon receiving the Alan C. Purves Award from NCTE. In this talk, we shared how I was mentored into the educational research community and the important role played by “a composite mentor”, a collective group of several different senior colleagues who provide the right bits and pieces to meet the range of needs of a young scholar.… Read the rest

The Road to Participation: The construction of a literacy practice in a learning community of linguistically diverse learners. Kong, A., & Pearson, P. D. (2003)

From Ailing Kong
David and I published this article in Research in the Teaching of English in 2003. It was about how Ellen, a classroom teacher, engaged her students from diverse backgrounds in learning to read, to think, to write about and discuss about what they read.… Read the rest