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D-Index & Metrics

Social Sciences and Humanities

D-Index
62
Citations
37990
World Ranking
1214
National Ranking
565

Research.com Recognitions

  • 2010 - Distinguished Contributions to Research in Education Award, American Educational Research Association
  • 2008 - Fellow of the American Educational Research Association

Overview

P. David Pearson is affiliated with the University of California, Berkeley in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a notable focus on Developmental and Educational Psychology as well as Education.

The main topics of Pearson's work include:

  • Educational Strategies and Epistemologies
  • Reading and Literacy Development
  • Education and Critical Thinking Development
  • Educator Training and Historical Pedagogy
  • Neuroscience, Education and Cognitive Function
  • Library Science and Administration
  • Hearing Impairment and Communication

Pearson's frequent publication venues reflect their involvement in educational and literacy research. These venues include:

  • The Reading Teacher
  • Literacy Research Theory Method and Practice
  • Reading Research Quarterly
  • Reading and Writing
  • Journal of Science Education and Technology

Some of their recent papers are:

  • "The Science of Reading Comprehension Instruction" (2021), published in The Reading Teacher
  • "How the Reading for Understanding Initiative's Research Complicates the Simple View of Reading Invoked in the Science of Reading" (2020), published in Reading Research Quarterly
  • "Modeling question-answer relations: the development of the integrative inferential reasoning comic assessment" (2020), published in Reading and Writing
  • "Critical Issues in the Science of Reading: Striving for a Wide-Angle View in Research" (2021), published in Literacy Research Theory Method and Practice
  • "How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation" (2021), published in Journal of Science Education and Technology

Pearson collaborates frequently with several co-authors, including:

  • Gina N. Cervetti
  • Peter Afflerbach
  • Alexander Mario Blum
  • Georgia Earnest García
  • Nell K. Duke

Throughout their career, Pearson has received recognition from professional organizations. They were awarded the Distinguished Contributions to Research in Education Award by the American Educational Research Association in 2010 and were named a Fellow of the same association in 2008.

Best Publications

  • Handbook of Reading Research

    P. David Pearson

  • A schema-theoretic view of basic processes in reading comprehension

    Richard C. Anderson;P. David Pearson

  • Effective Practices for Developing Reading Comprehension

    Nell K. Duke;Nell K. Duke;P. David Pearson

  • The instruction of reading comprehension

    P.David Pearson;Margaret C. Gallagher

  • Moving From the Old to the New: Research on Reading Comprehension Instruction

    Janice A. Dole;Gerald G. Duffy;Laura R. Roehler;P. David Pearson

  • Clarifying Differences Between Reading Skills and Reading Strategies

    Peter Afflerbach;P. David Pearson;Scott G. Paris

  • The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles

    Robert T. Jiménez;Georgia Earnest García;P. David Pearson

  • Teaching reading comprehension

    P. David Pearson;Dale D. Johnson

  • Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools.

    Barbara M. Taylor;P. David Pearson;Kathleen Clark;Sharon Walpole

  • Toward a Composing Model of Reading.

    Robert J. Tierney;P. David Pearson

  • The Effect of Background Knowledge on Young Children's Comprehension of Explicit and Implicit Information:

    P. David Pearson;Jane Hansen;Christine J. Gordon

  • Teaching reading vocabulary

    Dale D. Johnson;P. David Pearson

  • Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning

    Barbara M. Taylor;P. David Pearson;Debra S. Peterson;Michael C. Rodriguez

  • Vocabulary assessment: What we know and what we need to learn

    P. David Pearson;Elfrieda H. Hiebert;Michael L. Kamil

  • Literacy and Science: Each in the Service of the Other

    P. David Pearson;Elizabeth Moje;Cynthia Greenleaf

  • Three Children, Two Languages, and Strategic Reading: Case Studies in Bilingual/Monolingual Reading

    Robert T. Jiménez;Georgia Earnest García;P. David Pearson

  • Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction.

    P. David Pearson;Janice A. Dole

  • Developing expertise in reading comprehension : what should be taught? : how should it be taught?

    P. David Pearson

  • Chapter 8: Assessment and Diversity

    Georgia Earnest García;P. David Pearson

  • The CIERA School Change Framework: An Evidence-based Approach to Professional Development and School Reading Improvement.

    Barbara M. Taylor;P. David Pearson;Debra S. Peterson;Michael C. Rodriguez

Frequent Co-Authors

Richard C. Anderson
Richard C. Anderson University of Illinois at Urbana-Champaign
Scott G. Paris
Scott G. Paris University of Michigan–Ann Arbor
Annemarie Sullivan Palincsar
Annemarie Sullivan Palincsar University of Michigan–Ann Arbor
Katherine L. McNeill
Katherine L. McNeill Boston College
Joseph K. Torgesen
Joseph K. Torgesen Florida State University
Stella Vosniadou
Stella Vosniadou Flinders University
Christopher Schatschneider
Christopher Schatschneider Florida State University
Ralph Radach
Ralph Radach University of Wuppertal
Donald L. Compton
Donald L. Compton Florida State University

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