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.
9:00 a.m. – 9:20 a.m.
WELCOME & INTRODUCTION
Prudence L. Carter
Dean of the Graduate School of Education at Berkeley
Highlights from David’s Career
9:20 a.m. – 12:10 p.m.
The Nature of Comprehension
Panel: Richard Anderson, Rob Tierney, and Kate Frankel
A schema-theoretic view of basic processes in reading comprehension. Anderson, R. C., & Pearson, P. D. (1984)
Learning to learn from text. Tierney, R. J. & Pearson, P. D. (1981)
On becoming a thoughtful reader: Learning to read like a writer. Pearson, P. D. & Tierney, R. J. (1984)
Toward a Composing Model of Reading—Tierney, R. J. & Pearson, P. D. (1983)
From what is reading to what is literacy. Frankel, K.K., Becker, B.L.C., Rowe, M.W., & Pearson, P.D. (2016)
Panel: Nell Duke, Taffy Raphael, and Ian Wilkinson
Essential elements of fostering and teaching reading comprehension. Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011)
Increasing students’ awareness of sources of information for answering questions. Raphael, T. E. & Pearson, P. D. (1985)
A dialogical turn in research on learning and teaching to comprehend. Wilkinson, I. A. G. & Son, E. H. (2011) . & Pearson, P. D. (1983)
Panel: Peter Afflerbach, Georgia Garcia, Michael Kamil, Yukie Toyama, and Karen Wixson
Clarifying differences between reading skills and reading strategies. Afflerbach P., Pearson, P. D., & Paris. S. G. (2008)
Assessment and Diversity. Garcia, G. E. & Pearson, P. D. (1994)
Vocabulary assessment: What we know and what we need to learn. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007)
An analysis of the text complexity of leveled passages in four popular classroom reading assessments. Toyama, Y., Hiebert, E. H., & Pearson, P. D. (2017)
Theory and practice in statewide reading assessment: Closing the gap. Valencia, S.W., Pearson, P.D. Peters, C.W., & Wixson, K. (1989)
12:10 p.m. – 1:40 p.m.
LUNCH AND POSTER SESSION
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
Advancing Reading Comprehension Assessment
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
Developmental Trajectory of Textual Morphological Awareness
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
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
Literacy and International Development—Perspectives from Indonesia
1:30 p.m. – 4:00 p.m.
Teacher Learning & Comprehension
Panel: Janice Dole, Barbara Taylor, and Sarah Woulfin
Moving from the old to the new: Research on reading comprehension instruction. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991)
The CIERA school change framework: An evidence‐based approach to professional development and school reading improvement. Taylor, B. M., Pearson, P. D., Peterson, D. S., Rodriguez, M. C. (2005)
Coaching for coherence: How instructional coaches lead change in the evaluation era. Woulfin, S. L., & Rigby, J. G. (2017)
The Stuff of Comprehension (Revisiting Reader, Text, & Context)
Panel: Gina Cervetti, Freddy Hiebert, and Sheila Valencia
The impact of an integrated approach to science and literacy in elementary school classrooms. Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012)
The state of the field: Qualitative analyses of text complexity. Pearson, P. D. & Hiebert, E. H. (2014)
Putting text complexity in context: Refocusing on comprehension of complex text. Valencia, S. W., Wixson, K. K., & Pearson, P. D. (2014)