Annemarie Sullivan Palincsar

Professor of Education; Jean and Charles Walgreen Professor of Reading and Literacy; Arthur F. Thurnau Professor

(on sabbatical fall 2012 - winter 2013)

Annemarie Sullivan Palincsar’s research focuses on the design of learning environments that support self-regulation in learning activity, especially for children who experience difficulty learning in school; she has studied how children use literacy in the context of guided inquiry science instruction, what types of text support children's inquiry, and what support students who are identified as atypical learners require to be successful in this instruction. She has investigated the use of a hypermedia tool (called EASE-C) to support bringing to scale knowledge and practice regarding text comprehension instruction. She has studied the role of computer-assisted instruction in enhancing children's understanding of subject-matter text and web-based text. Palincsar has served as a member of the National Academy’s Research Council on the Prevention of Reading Difficulty in Young Children, the OERI/RAND Reading Study Group, the National Research Council’s Panel on Teacher Preparation, the National Education Goals Panel, and the National Advisory Board to Children's Television Workshop. She was recently co-editor of the journal Cognition and Instruction. She completed her doctorate at the Center for the Study of Reading at the University of Illinois, Urbana-Champaign.

Palincsar teaches courses in the following program(s): Literacy, Language, and Culture ; Combined Program in Education and Psychology; Teaching and Learning; Elementary Teacher Education; Elementary Teacher Education (ELMAC).

Selected Publications

Kucan, L. and Palincsar, A. S. (in press). Locating struggling readers in a reconfigured landscape: A conceptual review. To appear in M. Kamil, D. Pearson, P. Afflerbach, and E. Moje (Eds.), The Handbook of Reading Research (fifth edition). To be published by Taylor Francis.

Kucan, L., Hapgood, S. and Palincsar, A. S. (in press). Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions. To appear in Elementary School Journal.

Kucan, L., Palincsar, A. S., Khasnabis, D., and Chang, C. (2009). The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-Based Discussion. Teaching and Teacher Education, 25, 415-423.

Palincsar, A. S. (2007). The role of research, theory, and representation in the transformation of instructional research. National Reading Conference Yearbook, vol. 67, 41-52.

Deshler, D., Palincsar, A. S., Biancarosa, G., and Naire, M. (2007). Informed choices for struggling adolescent readers: A research based guide to principles and practices. Newark, Delaware: International Reading Association.

Palincsar, A. S., Spiro, R..J., Kucan, L., Magnusson, S. J., Collins, B., Hapgood, S., Ramchandran, A., and DeFrance, N. (2007). Research to practice: Designing hypermedia environment to support elementary teachers’ learning of robust comprehension instruction. In D. McNamara (Ed.). Reading Strategies Handbook. Taylor Francis.

Palincsar, A. S., Hapgood, S., and Magnusson, S. J. (2007). Examining “Expert Guidance” in the Context of Inquiry-based Science Teaching: Applying Lenses that Ann Brown Honed to the Study of Teachers’ Practice. To appear in J. C. Campione, K. Metz, and A. S. Palincsar (Eds.), Children's learning in the laboratory and in the classroom: Essays in honor of Ann Brown. Routledge.

Palincsar, A. S. and Ladewski, B. (2006). Literacy and the learning sciences. In K. Sawyer (Ed.), Handbook of the Learning Sciences (pp. 299-317). New York: Cambridge University Press.

Affiliations

Educational Studies

Committees

Research Affiliations

Center for Improvement of Early Reading Achievement

Projects

Supporting Literacy Coaches to Teach Middle School Subject Matter Teachers to Help Their Students Learn Subject Matter from Informational Text

Grants

1/11/2011 - 10/31/2011	Description of Reading Instruction Study Granting Agency: Spencer Foundation
7/1/2006 - 1/1/2012	Developing an Integrative Assessment System for Elementary Teacher Education Granting Agency: National Science Foundation
9/1/2010 - ongoing	ELECTS—Elementary Educative Curricula for Teachers of Science—Investigating teachers' Learning, Practice, and Efficacy Using Effective Curriculum Materials across Scientific Disciplines Granting Agency: National Science Foundation
2/1/2002 - 1/1/2006	Reading to Learn: Investigating General and Domain-Specific Prompts in a Technology-Rich Environment with Diverse Readers Learning from Informational Text Granting Agency: Institute of Education Sciences
2/1/2003 - 12/31/2005	Scaling Expert Knowledge and Practice for Teaching Elementary School Students Granting Agency: National Science Foundation
2/1/2004 - 12/31/2006	Supporting Literacy Coaches to Teach Middle School Subject Matter Teachers to Help Their Students Learn Subject Matter from Informational Texts Granting Agency: Carnegie Corporation of New York
2/1/2002 - 12/31/2005	The Influence of First and Second Hand Investigations on Learning Opportunities and Outcomes in Inquiry-Based Science in the Elementary School Granting Agency: National Science Foundation
1/1/2008 - 12/31/2011	The Iterative Design of Modules to Support Reading Comprehension Instruction Granting Agency: Institute of Education Sciences
7/1/2010 - ongoing	The Iterative Development of Modules to Support Teachers' Engagement in Exploring Language and Meaning in Text with English-Language Learners Granting Agency: U.S. Department of Education/Institute of Education Sciences

Courses

Term	Catalogue Course Description	Syllabus
Winter	EDUC 403. Individualizing Reading and Writing Instruction in the Elementary Classroom	EDUC 403. Individualized Reading Instruction in the Elementary Grades
Fall	EDUC 501. Literacy Curriculum, Instruction and Assessment: Primary / Elementary	EDUC 501. Literacy Curriculum, Instruction, and Assessment: Primary/Elementary