NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 127 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Pearson, P. David; Hiebert, Elfrieda H. – Elementary School Journal, 2014
The purpose of this article is to understand the function, logic, and impact of qualitative systems for analyzing text complexity, focusing on their benefits and imperfections. We identified two primary functions for their use: (a) to match texts to reader ability so that readers read books that are within their grasp, and (b) to unearth, and then…
Descriptors: Qualitative Research, Readability, Readability Formulas, Difficulty Level
Peer reviewed Peer reviewed
Direct linkDirect link
Hiebert, Elfrieda H.; Pearson, P. David – Elementary School Journal, 2014
The Common Core State Standards represent the first standards document to address whether students are able to read progressively more complex texts as they progress across the grades. This article gives an overview of the three components of the model of text complexity that were identified in Appendix A of the Standards and also were the basis…
Descriptors: State Standards, Difficulty Level, Readability, Readability Formulas
Peer reviewed Peer reviewed
Direct linkDirect link
Pearson, P. David – Journal of Literacy Research, 2010
In this article, the author reports on what he found impressive in the evaluation results of the program Reading First (RF) in four states: Utah, Michigan, Pennsylvania, and Florida. The author states that responding to these four exemplary state-level studies of Reading First evoked mixed feelings. He noticed three things: (1) the RF effect…
Descriptors: Educational Change, Teaching Methods, Change Strategies, Program Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Hiebert, Elfrieda H.; Pearson, P. David – Educational Leadership, 2013
Schools in the United States are making curricular changes from kindergarten through college to meet the Common Core State Standards' demands for higher expectations in reading and writing. As they make these important changes, however, they need not overturn all that they learned about effective reading pedagogy during No Child Left Behind…
Descriptors: State Standards, Literacy, Reading Instruction, Critical Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Frankel, Katherine K.; Pearson, P. David – Journal of Education, 2013
In this joint reflection two of the contributors to this issue of the "Journal of Education" consider the processes and practices that led to the publication of their respective pieces. Since one of the authors, Katherine Frankel, was a doctoral advisee of the other, David Pearson, they also reflect on the mentoring practices they shared…
Descriptors: Reflection, Researchers, Research Reports, Faculty Publishing
Peer reviewed Peer reviewed
Direct linkDirect link
Valencia, Sheila W.; Wixson, Karen K.; Pearson, P. David – Elementary School Journal, 2014
The Common Core State Standards for English Language Arts have prompted enormous attention to issues of text complexity. The purpose of this article is to put text complexity in perspective by moving from a primary focus on the text itself to a focus on the comprehension of complex text. We argue that a focus on comprehension is at the heart of…
Descriptors: Core Curriculum, State Standards, English Instruction, Language Arts
Peer reviewed Peer reviewed
Direct linkDirect link
Bunch, George C.; Walqui, Aída; Pearson, P. David – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2014
In the United States, new common state standards in English language arts and disciplinary literacy require K-12 students to "read and comprehend complex literary and informational texts independently and proficiently." Issues of text complexity have spurred debates in the mainstream literacy, educational practice, and policy…
Descriptors: English (Second Language), English Language Learners, Language Arts, Native Language
Peer reviewed Peer reviewed
Direct linkDirect link
Pearson, P. David; Valencia, Sheila W.; Wixson, Karen – Theory Into Practice, 2014
In this article, we share with readers our hopes, fears, and predictions for reading assessment in American schools at a critical policy juncture--the production of new assessments to measure achievement of the Common Core State Standards. It isn't just Partnership for Assessment of Readiness for College and Careers and Smarter Balanced…
Descriptors: Reading Instruction, Evaluation, Instructional Effectiveness, Instructional Improvement
Peer reviewed Peer reviewed
Direct linkDirect link
Spichtig, Alexandra N.; Hiebert, Elfrieda H.; Vorstius, Christian; Pascoe, Jeffrey P.; Pearson, P. David; Radach, Ralph – Reading Research Quarterly, 2016
The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements)…
Descriptors: Reading Comprehension, Silent Reading, Efficiency, Educational History
Hiebert, Elfrieda H.; Pearson, P. David – Online Submission, 2010
This study considers the degree to which two quantitative indices--Lexiles and Coh-Metrix--discriminate across levels of difficulty and types of beginning reading texts. The database consisted of 444 texts, representing seven text types that are part of reading/language arts instruction. These text types were distributed across seven levels of…
Descriptors: Beginning Reading, Early Reading, Reader Text Relationship, Reading Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Pearson, P. David; Hiebert, Elfrieda H. – Educational Researcher, 2010
The authors examine the National Early Literacy Panel (NELP; 2008) report from two complementary vantage points: (a) the historical tradition of research syntheses in reading research, beginning with Chall and extending through the NELP report, and (b) other recent attempts to examine or synthesize early reading development. While acknowledging…
Descriptors: Reading Research, Early Reading, Emergent Literacy, Research Reports
Peer reviewed Peer reviewed
Direct linkDirect link
Cervetti, Gina N.; Hiebert, Elfrieda H.; Pearson, P. David; McClung, Nicola A. – Journal of Literacy Research, 2015
This study examines, within the domain of science, the characteristics of words that predict word knowledge and word learning. The authors identified a set of word characteristics--length, part of speech, polysemy, frequency, morphological frequency, domain specificity, and concreteness--that, based on earlier research, were prime candidates to…
Descriptors: Word Recognition, Science Instruction, Knowledge Level, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Pearson, P. David; Knight, Amanda M.; Cannady, Matthew A.; Henderson, J. Bryan; McNeill, Katherine L. – Theory Into Practice, 2015
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments--understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the…
Descriptors: Middle School Teachers, Science Teachers, Science Instruction, Secondary School Science
Peer reviewed Peer reviewed
Direct linkDirect link
Shin, Jaran; Sailors, Misty; McClung, Nicola; Pearson, P. David; Hoffman, James V.; Chilimanjira, Margaret – Bilingual Research Journal, 2015
We investigated the relationship between Chichewa (L1) and English (L2) literacies in Malawi. Through our use of hierarchical linear modeling, we found that cross-language literacy transfer between Chichewa and English did occur, but that the pattern and the strength of the relationships varied depending on the literacy domain (i.e., reading or…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Second Language Learning
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Arya, Diana J.; Hiebert, Elfrieda H.; Pearson, P. David – International Electronic Journal of Elementary Education, 2011
In this study we examined the effects of syntactic and lexical complexity on third-grade students' comprehension of science texts. A total of 16 expository texts were designed to represent systematic differences in levels of syntactic and lexical complexity across four science-related topics ("Tree Frogs, Soil, Jelly Beans and…
Descriptors: Syntax, Reading Comprehension, Content Area Reading, Elementary School Science
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9