To mark the occasion of my retirement after 48 years, colleagues and friends were gracious enough to plan a Festschrift celebrating my life & work on the weekend of June 29-July 1, 2018 in Berkeley, CA.
In addition to a Symposium, speakers and out-of-town guests started the weekend off with a dinner, colleagues toasted and roasted me and joined me on the dance floor at an evening reception, and my former advisees & grad students gathered for brunch to close out the weekend.
It was an amazing and enriching event and I am so grateful to everyone who came and to those who helped to plan it.
On this page, I’ve archived the Symposium program, the selected works that speakers responded to, and videos of nearly all the talks that speakers gave. You also find pictures from each of the weekend’s events and even some of the lovely and funny things people made.
8:30 a.m. – 9:00 a.m.
CONTINENTAL BREAKFAST
9:00 a.m. – 9:20 a.m.
WELCOME & INTRODUCTION
Invocation
Prudence L. Carter
Dean of the Graduate School of Education at Berkeley
Highlights from David’s Career
Freddy Hiebert
9:20 a.m. – 12:10 p.m.
MORNING SESSIONS
SESSION ONE
The Nature of Comprehension
Panel: Richard Anderson, Rob Tierney, and Kate Frankel
Session References
Learning to learn from text. Tierney, R. J. & Pearson, P. D. (1981)
Toward a Composing Model of Reading—Tierney, R. J. & Pearson, P. D. (1983)
SESSION TWO
Comprehension Instruction
Panel: Nell Duke, Taffy Raphael, and Ian Wilkinson
Session References
A dialogical turn in research on learning and teaching to comprehend. Wilkinson, I. A. G. & Son, E. H. (2011) . & Pearson, P. D. (1983)
SESSION THREE
Comprehension Assessment
Panel: Peter Afflerbach, Georgia Garcia, Michael Kamil, Yukie Toyama, and Karen Wixson
Session References
Assessment and Diversity. Garcia, G. E. & Pearson, P. D. (1994)
12:10 p.m. – 1:40 p.m.
LUNCH AND POSTER SESSION
Diane August
The Moderating Influence of Instructional Intensity and Word Type on the Acquisition of Academic Vocabulary in Young English Learners
Alison K. Billman and P. David Pearson
First Grade, Second Language: Uniting Science Knowledge and Literacy Development for English Learners
Gina Biancarosa
Advancing Reading Comprehension Assessment
Alexander Blum
The Structure of Inferential-Integrative-Reasoning (IIR): An Application of Item Response Theory (IRT) Using Comics
Devon Brenner and Elfrieda H. Hiebert
If I Follow the Teachers’ Editions, Isn’t That Enough? Analyzing Volume of Reading in Six Reading Core Programs
Leslie Buffen, Marjorie Rowe, Alison Billman, and P. David Pearson
Assessing Science Knowledge & Language Use in Emergent Bilingual First Grade Students
Douglas K. Hartman
Comprehending the Unbound Book
Robin Irey
Developmental Trajectory of Textual Morphological Awareness
Alejandra Ojeda-Beck
Graphic Novel for Vocabulary Growth and Reading Motivation
Sunaina Shenoy and Richard K. Wagner
Progress-monitoring Tools to Measure the Reading Development of Students in Bangalore, India
Yukie Toyama
Investigating the Effects of the Reader-, the Text-, and the Task-characteristics on Comprehension, Using Explanatory Item Response Models
Chad Vignola, Dr. Nicole Renner, Eleanor Dougherty, Rob Kantner, and the LDC Team
Five Years and 70,000 teachers later: Dr. David Pearson and team Improve Teacher Capacity Particularly in Support of the most Disadvantaged Students through the Literacy Design Collaborative’s co-designed EdTech platform
Jenny Zhang
Literacy and International Development—Perspectives from Indonesia
1:30 p.m. – 4:00 p.m.
AFTERNOON SESSIONS
SESSION FOUR
Teacher Learning & Comprehension
Panel: Janice Dole, Barbara Taylor, and Sarah Woulfin
Session References
SESSION FIVE
The Stuff of Comprehension (Revisiting Reader, Text, & Context)
Panel: Gina Cervetti, Freddy Hiebert, and Sheila Valencia
Session References
WRAP-UP SESSION
Reflections on the Day
