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Eminent Scholar Presentation: Gay Su Pinnell

Eminent Scholar Presentation: Gay Su Pinnell. By Shannon Carmody RDG 692/EDCI 690 Dr. David Brown April 8, 2013. Contributions to the Literacy Field. Comprehensive approaches to literacy instruction

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Eminent Scholar Presentation: Gay Su Pinnell

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  1. Eminent Scholar Presentation: Gay Su Pinnell By Shannon Carmody RDG 692/EDCI 690 Dr. David Brown April 8, 2013

  2. Contributions to the Literacy Field • Comprehensive approaches to literacy instruction • Books and research are standards in the fields of literacy instruction and staff development • Work with Reading RecoveryLeveled literacy intervention systems • Guided Reading • Interactive Writing

  3. Contributions to the Literacy Field • Readers/Writers Workshop • Genre studies • Practical applications for teachers and students; Work with literacy coaches • Tools for inquiry in reading and writing in K-8 classrooms • OSU National Data Evaluation Center: Maintains databases for all readers participating in Reading Recovery and provides student progress reports for over 20,000 teachers across the United States.

  4. Significant Theories • Strong belief in a balanced and effective literacy program • Programs should be structured for children to become the learning apprentice alongside their teacher’s expertise • “Teacher expertise is at the heart of student achievement” (Fountas & Pinnell, 2011). • Every child is a reader and writer • Students need early intervention not remediation • Classroom and intervention teachers work as a cohesive team to benefit students

  5. Influences & Background • Influences • Marie M. Clay • Irene C. Fountas • Background • Current: Professor Emeritus in the School of Teaching and Learning at The Ohio State University • Professor of Educational Studies at The University of Michigan • Extensive classroom teaching and working with teachers at all levels of literacy instruction • Extensive field-based research in a variety of literacy environments • Clinical tutoring and early intervention for young, struggling readers

  6. Honors and Awards • International Reading Association’s Albert J. Harris Award for Research in Reading Difficulties • Charles A. Dana Foundation Award for Pioneering Contributions to the Field of Education • Ohio Governor’s Award for Contributions to Literacy Education • Member of the Reading Hall of Fame (1999) • Award for Distinguished Teaching from The Ohio State University (1995)

  7. Online Resources • www.FountasandPinnellLeveledBooks.com • https://www.facebook.com/FountasandPinnell • Pinnell.1@osu.edu • http://ies.ed.gov/ncee/wwc/ • www.heinemann.com/fountas@pinnell/researchLLI

  8. Personal Connections • Reading and writing occurs in every classroom • Difficulties do not end at third grade • Practical resources for intervention • Deeper understanding of content

  9. Question #1 • How has Gay Su Pinnell contributed to the field of literacy? • “We want children to become writers whose voices radiate from paper, who can capture their ideas in cogent written statements, who understand both the constraints and possibilities of written language conventions, and who can organize and structure various kinds of texts, texts that serve multiple purposes – everything from a poem to celebrate the birth of a new sister to a business letter requesting information about a new video game. But writing is a complex process, and as teachers we must find a way to help children begin the journey” (McCarrier, Fountas, & Pinnell, 2000, pp. xv).

  10. Question #2 • How did Gay Su Pinnell engage in inquiry? • “The elementary school classroom is a laboratory in which students learn about themselves, about others, and about the world beyond the classroom door. Here they develop attitudes and habits about literacy and learning that will last a lifetime.”… “As they continue to learn about reading and writing, they broaden and deepen their ability to use literacy as a multifaceted tool for learning. They discover their voices as writers and refine their instincts as readers” (Fountas & Pinnell, 2001, pp. vi).

  11. Question #3 • How is the work of Gay Su Pinnell applied in classroom practice and policy development? • “Teacher education in the United States becomes ever more important as we continue to recognize and acknowledge the particular and challenging skills teaching requires. Our students deserve the very best literacy instruction: whatever challenges they will meet in their future, literacy will be an essential tool. Our teachers must be skilled enough to turn all children into competent readers and writers” (Lyons & Pinnell, 2001, pp. ix). • Benchmarks in English and just recently, in Spanish

  12. Question #4 • What is the legacy of Gay Su Pinnell? • Marie Clay states about her legacy, “It is my hope that [Reading Recovery] will have a long enough life to establish for all time that slow learners are slow learners only because of the ways in which we have tried to teach them” (Lyons, Pinnell, and DeFord, 1993). • Children as readers, writers • Practical applications for teachers and students • Tools for inquiry in reading and writing in K-8 classrooms • Professional Development • Effective and balanced literacy programs across the United States

  13. Citations • See attached list for works from Gay Su Pinnell as well as citations from other’s recent works.

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