Gay Su Pinnell

Last updated
Gay Su Pinnell
Born(1944-06-28)June 28, 1944
Alma materOhio State University
Scientific career
Thesis Language functions explorations of first grade students as observed in informal classroom environments  (1975)

Gay Su Pinnell (born June 28, 1944) is an American educational theorist and a professor emerita at the School of Teaching and Learning at Ohio State University. She is best known for her work with Irene Fountas on literacy and guided reading, a teaching framework that laid the groundwork for the Fountas and Pinnell reading levels.

Contents

Education

Pinnell's parents were educators in Portales, New Mexico and Pinnell has an undergraduate degree from Eastern New Mexico University. [1] In 1975, Pinnell earned her Ph.D. from Ohio State University where she worked on the language with first-grade students. [2] In 2018, Lesley University awarded Pinnell an honorary doctorate to recognize her contributions to childhood literacy. [3]

Career

Working with Irene Fountas, Pinnell developed a system of guided reading for teachers which assigns letters (A through Z, commonly known as the Fountas and Pinnell reading levels) to students based on their reading ability and comprehension. [4] [5] Their work is also known as leveled reading, [6] and establishes guidelines to identify books for children by reading level. [7] Pinnell's books include Guided Reading Good First Teaching for All Children that was reviewed by Harvard Educational Review, [8] Literacy Quick Guide for pre-K to 8th grade, [9] and Matching Books to Readers that was reviewed by Education Review. [10]

Pinnell also contributed financially to literacy programs for young children, including multiple contributions to Ohio State's Literacy Collaborative [11] and she endowed the Mary Fried Endowed Clinical Professorship at Ohio State University in 2020. [12] Eastern New Mexico University named her Philanthropist of the Year in 2019. [13]

Selected publications

Awards

Related Research Articles

Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.

<span class="mw-page-title-main">Phonics</span> Method of teaching reading and writing

Phonics is a method for teaching reading and writing to beginners. To use phonics is to teach the relationship between the sounds of the spoken language (phonemes), and the letters (graphemes) or groups of letters or syllables of the written language. Phonics is also known as the alphabetic principle or the alphabetic code. It can be used with any writing system that is alphabetic, such as that of English, Russian, and most other languages. Phonics is also sometimes used as part of the process of teaching Chinese people to read and write Chinese characters, which are not alphabetic, using pinyin, which is.

Reading Recovery is a discredited short-term intervention approach designed for English speaking children aged five or six, who are the lowest achieving in literacy after their first year of school. For instance, a child who is unable to read the simplest of books or write their own name, after a year in school, would be appropriate for a referral to a Reading Recovery program. The intervention involves intensive one-to-one lessons for 30 minutes a day with a teacher trained in the Reading Recovery method, for between 12 and 20 weeks.

Interactive writing has been described by Swartz (2001) as "a teaching method in which children and teacher negotiate what they are going to write and then share the pen to construct the message." Interactive writing is a cooperative event in which text is jointly composed and written. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text.

Guided reading is "small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency". The small group model allows students to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.

<i>A Bad Case of Stripes</i> 1998 childrens book written and illustrated by David Shannon

A Bad Case of Stripes is a children's book written and illustrated by David Shannon published in 1998 by Blue Sky Press, a division of Scholastic Press. A Bad Case of Stripes highlights the theme of being true to oneself, and is commonly used by educators to teach young students important values. Amongst some negative response, this children’s book is also praised for its creativity, illustrations, and meaningful lessons.

Storyworks is a literary magazine published in the United States by Scholastic Inc., for students in grades 3-6 and their teachers. The magazine was founded in 1993 by Scholastic editor Tamara Hanneman. It is published six times during the academic year. Each issue features fiction, nonfiction, poetry and a play. The magazine also publishes numerous writing prompts, word games, contests, and short articles related to reading and writing. An accompanying Teacher's Edition provides ideas and guidelines for using the magazine in the classroom. It is now edited by Lauren Tarshis, who is also the author of many children's books including the New York Times bestselling "I Survived" series. The Storyworks editorial headquarters are in New York City and its distribution center is in Jefferson City, Missouri.

Shared reading is an instructional approach in which the teacher explicitly models the strategies and skills of proficient readers.

<span class="mw-page-title-main">Marie Clay</span> New Zealand academic, educator, researcher (1926–2007)

Dame Marie Mildred Clay was a researcher from New Zealand known for her work in educational literacy. She was committed to the idea that children who struggle to learn to read and write can be helped with early intervention. A clinical psychologist, she developed the Reading Recovery intervention, a whole language programme in New Zealand, and expanded it worldwide.

Success for All (SFA) are standards-based Comprehensive School Reform curricula for early childhood through middle school, produced by the nonprofit organization Success for All Foundation (SFAF) of Baltimore, Maryland, US. Psychologist Robert Slavin of Johns Hopkins University founded SFAF along with his wife and research collaborator, Nancy Madden. The SFA and its evidence-based school improvement strategy continue to help improve literacy levels and general education in the US, particularly for children in disadvantaged circumstances.

Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called reading wars. Others say balanced literacy, in practice, usually means the whole language approach to reading.

<span class="mw-page-title-main">Reading</span> Taking in the meaning of letters or symbols

Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.

Jeanne Sternlicht Chall, a Harvard Graduate School of Education psychologist, writer, and literacy researcher for over 50 years, believed in the importance of direct, systematic instruction in reading in spite of other reading trends throughout her career.

Lea M. McGee, a professor emeritus of early literacy at Ohio State University, was the Marie Clay Chair of Reading Recovery and Early Literacy. Her research interests include alphabet learning, the role of fingerpoint reading in making the transition from emergent to conventional reading, and young children's responses to literature.

<span class="mw-page-title-main">Douglas K. Hartman</span>

Douglas K. Hartman is an American scholar in the field of education. He is a professor of technology & human learning in the College of Education at Michigan State University. He has a joint appointment in the Departments of Educational Psychology & Educational Technology and Teacher Education. His research focuses on the use of digital technologies for human learning in a number of domains.

Fountas & Pinnell reading levels are a proprietary system of reading levels developed by Irene Fountas and Gay Su Pinnell and published by Heinemann to support their Levelled Literacy Interventions (LLI) series of student readers and teacher resource products. In its marketing material, Heinemann refers to its text levelling system by the trademark F&P Text Level Gradient.

Laura M. Justice is a language scientist and expert on interventions to promote children's literacy. She is the EHE Distinguished Professor of Educational Psychology at Ohio State University, where she also serves as the Executive Director of the A. Sophie Rogers School for Early Learning.

<span class="mw-page-title-main">Timothy Shanahan (educator)</span> American educator and researcher

Timothy Shanahan is an educator, researcher, and education policy-maker focused on literacy education. He is Distinguished Professor Emeritus in Education, at the University of Illinois at Chicago, College of Education, Department of Curriculum & Instruction, and he has held a visiting research appointment at Queens University, Belfast, Northern Ireland. He was elected president of the International Literacy Association in 2004. He operates the popular informational website, Shanahan on Literacy. He was recently recognized as one of the top 2% of scientists in the world, according to a recent study published by Stanford University scholars.

Irene C. Fountas is an American educator. She teaches at Lesley University as the Marie M. Clay Endowed Chair for Early Literacy and Reading Recovery.

Annemarie Sullivan Palincsar is a scholar of education known for her research on literacy instruction, reciprocal teaching, and cognitive apprenticeships. Her involvement in the National Academies of Sciences, Engineering, and Medicine Research Council on the Prevention of Reading Difficulty in Young Children, the National Research Council's Panel on Teacher Preparation, and the International Literacy Association's Literacy Research Panel, attests to her dedication to advancing educational research and improving teacher training. Palincsar is the Ann L. Brown Distinguished University Professor Emerita at the Marsal Family School of Education at the University of Michigan.

References

  1. ↑ Smith, Darron. "Donor Spotlight - MyENMU". my.enmu.edu. Retrieved 2021-09-23.
  2. ↑ Pinnell, Gay Su (1975). Language functions explorations of first-grade students as observed in informal classroom environments (Thesis).
  3. ↑ "Sen. Elizabeth Warren to speak at Commencement | Lesley University". lesley.edu. April 10, 2018. Retrieved 2021-09-23.
  4. ↑ Parrott, Kiera (October 12, 2017). "Fountas and Pinnell Say Librarians Should Guide Readers by Interest, Not Level". School Library Journal. Retrieved 2021-09-23.
  5. ↑ "Guided Reading". teacher.scholastic.com. Retrieved 2021-09-23.
  6. ↑ Pondiscio, Robert (2019-09-10). "Come to Jesus". Education Next. Retrieved 2021-09-23.
  7. ↑ O'Brien, Nancy (August 2011). "August | 2011 | Children's Literature at the Social Sciences, Health, and Education Library - University of Illinois at Urbana-Champaign" . Retrieved 2021-09-23.
  8. ↑ "The Harvard Educational Review - HEPG". www.hepg.org. Winter 1997. Retrieved 2021-09-23.
  9. ↑ Thorpe, Stacy (2018-08-30). "Literacy Quick Guide: Tool for Responsive Literacy Teaching". www.middleweb.com. Retrieved 2021-09-23.
  10. ↑ "Matching Books to Readers: Using Leveled Books in Guided Reading, K-3". Education Review. 1999. ISSN   1094-5296.
  11. ↑ Kiplinger Ciccone, Janet (December 11, 2020). "Pinnell adds $2M to $7.5M children's literacy gift". Pinnell adds $2M to $7.5M children’s literacy gift. Retrieved 2021-09-23.
  12. ↑ Johnson, Benjamin (July 9, 2020). "Professor emerita donates $7.5M to Ohio State's College of Education and Human Ecology". Professor emerita donates $7.5M to Ohio State’s College of Education and Human Ecology. Retrieved 2021-09-23.
  13. ↑ "Philanthropist of the year Dr. Gay Su Pinnell". ENMU Green & Silver Magazine. December 2019. p. 12. Retrieved 2021-09-23.
  14. ↑ "Gay Su Pinnell Wins Dana Award". Gay Su Pinnell Wins Dana Award. Retrieved 2021-09-23.
  15. 1 2 "Gay Su Pinnell (Inducted 1999) | Reading Hall of Fame". www.readinghalloffame.org. Retrieved 2021-09-23.
  16. ↑ "Pinnell headlines 2016 Alumni Award honorees". Pinnell headlines 2016 Alumni Award honorees. August 30, 2016. Retrieved 2021-09-23.
  17. ↑ "Literacy Leaders Irene C. Fountas and Gay Su Pinnell Win ILA Diane Lapp & James Flood Professional Collaborator Award". www.hmhco.com. July 23, 2018. Retrieved 2021-09-23.
  18. ↑ "Diane Lapp & James Flood Professional Collaborator Award | International Literacy Association". www.literacyworldwide.org. Retrieved 2021-09-23.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.