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Eminent Scholar Presentation: Gay Su PinnellBy Shannon CarmodyRDG 692/EDCI 690Dr. David BrownApril 8, 2013

Contributions to the Literacy FieldComprehensive approaches to literacy instructionBooks and research are standards in the fields of literacy instruction and staff developmentWork with Reading RecoveryLeveled literacy intervention systemsGuided ReadingInteractive Writing

Contributions to the Literacy FieldReaders/Writers WorkshopGenre studiesPractical applications for teachers and students; Work with literacy coachesTools for inquiry in reading and writing in K-8 classroomsOSU 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.

Significant TheoriesStrong belief in a balanced and effective literacy programPrograms should be structured for children to become the learning apprentice alongside their teachers expertiseTeacher expertise is at the heart of student achievement (Fountas & Pinnell, 2011). Every child is a reader and writer Students need early intervention not remediationClassroom and intervention teachers work as a cohesive team to benefit students

Influences & BackgroundInfluencesMarie M. ClayIrene C. FountasBackgroundCurrent: Professor Emeritus in the School of Teaching and Learning at The Ohio State UniversityProfessor of Educational Studies at The University of MichiganExtensive classroom teaching and working with teachers at all levels of literacy instructionExtensive field-based research in a variety of literacy environmentsClinical tutoring and early intervention for young, struggling readers

Honors and AwardsInternational Reading Associations Albert J. Harris Award for Research in Reading DifficultiesCharles A. Dana Foundation Award for Pioneering Contributions to the Field of EducationOhio Governors Award for Contributions to Literacy EducationMember of the Reading Hall of Fame (1999)Award for Distinguished Teaching from The Ohio State University (1995)Online Resourceswww.FountasandPinnellLeveledBooks.comhttps://www.facebook.com/FountasandPinnell Pinnell.1@osu.eduhttp://ies.ed.gov/ncee/wwc/www.heinemann.com/fountas@pinnell/researchLLI

Personal ConnectionsReading and writing occurs in every classroomDifficulties do not end at third gradePractical resources for interventionDeeper understanding of contentQuestion #1How 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).Question #2How 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). Question #3How 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 SpanishQuestion #4What 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, writersPractical applications for teachers and studentsTools for inquiry in reading and writing in K-8 classroomsProfessional DevelopmentEffective and balanced literacy programs across the United StatesCitationsSee attached list for works from Gay Su Pinnell as well as citations from others recent works.