Nell Duke and P.
David Pearson
Nell Duke


is a contemporary educator
and literacy researcher with an
interest in informational
text, early literacy dev...
P. David Pearson
a faculty member in the programs in
Language and Literacy and Human
Development at the Graduate School of...
Good readers ...
Are active readers
 From the outset
have clear
goals in mind for their reading
 Constantly evaluate whe...
Typically look over the text
before they read
 As they read, they frequently
make predictions about their
reading
 Const...
Try to determine the meaning of
unfamiliar words and concept in
the text, and they deal with
inconsistencies or gaps as
ne...
Monitor their understanding of
the text
 Evaluate the text’s quality and
value, and react to the text in
range of ways
 ...
When reading narrative, good
readers attend closely to the
settings and characters
 When reading expository text,
they fr...
Recognize the text processing
occurs not only during
“reading” but also during
short breaks taken during
reading, even the...
Thank you!!
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developmental reading 1

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developmental reading 1

  1. 1. Nell Duke and P. David Pearson
  2. 2. Nell Duke  is a contemporary educator and literacy researcher with an interest in informational text, early literacy development, and reading comprehension instruction, with an emphasis on children living in poverty. She is currently a professor of language, literacy, and culture and a faculty associate in the combined program in education and psychology at the University of Michigan.
  3. 3. P. David Pearson a faculty member in the programs in Language and Literacy and Human Development at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. Current research projects include Seeds of Science/Roots of Reading--a Research and Development effort with colleagues at Lawrence Hall of Science in which reading, writing, and language as are employed as tools to foster the development of knowledge and inquiry in science--and the Strategic Education Research Partnership--a collaboration between UC Berkeley, Stanford, and the San Francisco Unified School District designed to embed research within the portfolio of school-based issues and priorities.
  4. 4. Good readers ... Are active readers  From the outset have clear goals in mind for their reading  Constantly evaluate whether the text, and their reading of it, is meeting their goals 
  5. 5. Typically look over the text before they read  As they read, they frequently make predictions about their reading  Construct, revise, and question the meanings they make as they read 
  6. 6. Try to determine the meaning of unfamiliar words and concept in the text, and they deal with inconsistencies or gaps as needed  Draw from, compare and integrate their prior knowledge with material in the text  Think about the authors of the text, their styles, beliefs, and intensions, historical 
  7. 7. Monitor their understanding of the text  Evaluate the text’s quality and value, and react to the text in range of ways  Read different kinds of text differently 
  8. 8. When reading narrative, good readers attend closely to the settings and characters  When reading expository text, they frequently construct and revise summaries on what they read 
  9. 9. Recognize the text processing occurs not only during “reading” but also during short breaks taken during reading, even the “reading” itself has ceased  Look at comprehension as a consuming, continuous, and complex activity, but one that is both satisfying and productive 
  10. 10. Thank you!!

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