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  • P. David Pearson speaking at an ILA convention
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    A Celebration of Life: P. David Pearson

    Lara Deloza
     | Sep 08, 2026
    P. David Pearson speaking at an ILA convention

    On Sunday, August 30, 2026, P. David Pearson, one of the all-time most influential scholars in the field of literacy education, died after a yearlong fight with bladder cancer. He was 85.

    His son, Matthew, shared the news in a public post on Pearson’s Facebook page and included a link to the online cancer journal his father had been keeping. The last few entries were penned not by Pearson himself, but by Matthew and his sister Susan, whose poignant contribution referenced Pearson’s “epic academic career” only briefly.

    “I can't and won't recount his contributions to the field of early childhood literacy here,” she wrote. “That's a task for his colleagues and professional friends.”

    Those from the literacy field who spoke at Pearson’s Celebration of Life, however, kept the focus on Pearson the person—and for good reason.

    “The culture of academia can sometimes be prickly and competitive,” said Gina Cervetti, Pearson’s longtime friend and collaborator. “But David’s instinct was to acknowledge and include and lift up everyone around him.”

    “His attitude toward life and work was ‘the more, the merrier,’” Cervetti shared. “His deeper instinct was always to make people feel like they belonged.”

    To illustrate her point, Cervetti shared an anecdote about helping Pearson put together the invitation list for his Festschrift a few years back.

    Cervetti said she panicked when she saw that his list had grown to include 619 people (“Because rooms have maximum capacity,” she quipped). Pearson’s take was a bit different. He told her that he knew not everyone would attend, but regardless, he wanted all 619 to know that he had thought of them.

    It was in the same spirit that Pearson’s family issued an open invitation to his memorial, both in person and via livestream. The majority of those who spoke were members of Pearson’s family or personal friends. Even the few who first met Pearson in professional contexts spoke very little about his extraordinary body of work.

    Cervetti, for instance, began her remarks with the simple statement that Pearson “changed the way we teach children to read,” then added, “I could speak for hours about David as a scholar and leader, but that isn’t what’s in my heart today.”

    The same went for Freddy Hiebert, who recalled how she had once mentioned to Pearson that driving California Highway 1 with the top down was on her bucket list. They were both living in the Midwest at the time, she said, but when they met up at a conference in San Francisco, Pearson was waiting for her with a convertible.

    Hiebert and Cervetti both talked about Pearson’s mentorship and the incredible personal recommendations he’d written for them and countless others early in their careers, shaping the trajectory they would follow. It wasn’t unusual for the line between professional and personal to disappear in the process.

    “My academic mentor became my collaborator, my collaborator became my friend, and my friend became one of the most important people in my life,” Cervetti said tearfully.

    It turns out that Pearson was one of the most important people in a lot of lives. Their stories were punctuated by family members reading poetry Pearson had penned later in life as well as a friend who sang and played guitar. The eclectic, pre-event playlist included everything from “Amazing Grace” to “Graceland.” And for all of these reasons, despite being open to the public, Pearson’s memorial felt intimate and, at times, deeply personal.

    More tributes to P. David Pearson will emerge over the coming weeks. And while many of those will include highlights from an extraordinary career, it is almost certain that Pearson’s legacy won’t be limited to what appears on his CV.

    As Cervetti said, “David took pride in his accomplishments, but I think he took even more pride in all the people he had helped along the way.”
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    Literacy Community Mourns the Loss of P. David Pearson and Peter Raymond Freebody

    ILA Staff
     | Sep 01, 2026

    On Sunday, August 30, the field of literacy education suffered a massive loss when two of its most influential scholars, P. David Pearson and Peter Raymond Freebody, passed away within hours of one another.

    Pearson and Freebody shared striking parallels across careers that fundamentally changed how literacy is taught around the world.

    In 1983, Pearson co-developed the Gradual Release of Responsibility (GRR) model with Margaret C. Gallagher. The groundbreaking framework, often characterized as “I Do/We Do/You Do,” marked a fundamental shift in teaching by articulating how responsibility for learning can move purposefully from teacher to student.

    Seven years later, on the other side of the globe, Australian literacy researcher Freebody and co-author Allan Luke published the first paper on their Four Resources Model, a framework that identified four reader “roles”: Code breaker, text participant, text user, and text analyst. The model recognized each role as necessary but insufficient on its own.

    Both were recipients of the William S. Gray Citation of Merit (Pearson in 1990, Freebody in 2014), served on ILA’s Literacy Research Panel, and were inducted into the prestigious Reading Hall of Fame. They will also be remembered for their decades of mentorship to their students and colleagues alike.

    The two shared something else: A rejection of the whole language/phonics-first binary central to the so-called Reading Wars, with both resisting efforts to reduce complex questions about literacy teaching and learning to opposing camps.

    In 2001, Pearson penned "Life in the Radical Middle: A Personal Apology for a Balanced View of Reading." In it, he described how his positions had led some to characterize him first as a skills-focused cognitive behaviorist and, years later, as a whole language advocate. Neither, he wrote, fit. Instead, he argued for what he called the "radical middle," writing, "I have tried to promote paradigmatic tolerance and respect—not always with resounding success, but always with conviction."

    Freebody similarly rejected the idea of opposing sides. Looking back on the Reading Wars in 2012, in an essay he penned for the Primary English Teaching Association of Australia, he referred to the divide as a "spurious dichotomy" that was "more handy than productive."

    The deaths of Pearson and Freebody represent a stunning double blow for the field of literacy education. Their influence can be found not only in decades of scholarship, but in classrooms around the world—not to mention the generations of researchers and educators they mentored along the way.

    ILA will share more about Pearson and Freebody in the coming days and weeks, including individual tributes celebrating their lives, work, and lasting impact on the field. Those of you who would like to share memories or reflections about Pearson or Freebody are invited to email social@reading.org.

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  • Educator in science class teaching students literacy
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    What If Science Led the Way in Literacy Instruction?

    Stephanie Strachan, Tracy Coskie, and Emily Borda
     | Aug 28, 2026

    Educator in science class teaching students literacy

    A current trend observed by our team and others in the field of elementary education involves an increased focus on knowledge building as an important part of literacy instruction. There is strong evidence to suggest that knowledge of the natural and social world positively influences students' reading comprehension beyond what listening comprehension, decoding, and vocabulary can explain. A focus on knowledge building in schools has great potential to support students' literacy development and overall learning.

    Many districts and publishers have attempted to address the role of knowledge building by integrating science topics into reading instruction. For example, ELA units might focus on reading about animal life cycles or learning about what plants need to thrive. If we think of content integration as a dance, this approach positions ELA goals such as increased genre knowledge, vocabulary, or sentence analysis as the lead with science serving in a background role.

    Reading about science topics during ELA instruction can be useful, but it is insufficient if our ultimate goal is to help students build a rich scientific knowledge base. This is because an ELA-centered approach to integration usually explores science content topically rather than systematically. A topical approach can result in core ideas in the Next Generation Science Standards (NGSS) being overlooked, especially if districts eliminate instructional time for science inquiry under the assumption that science is already addressed in the ELA curriculum.

    Even if all the core ideas recommended by NGSS were explored in ELA, a topical approach ignores larger concepts that cut across the science disciplines, such as energy being transferred, transformed, and conserved within systems. These cross-cutting concepts help students deepen their understanding of core science ideas to construct a coherent scientific knowledge base of the world from which they can utilize and continue to build upon in various literacy experiences.

    In addition, an ELA-centered approach can mean students miss out on opportunities to build scientific knowledge through the use of science practices, such as designing and carrying out investigations and constructing explanations and arguments from evidence they collect and analyze.

    The benefits of leading with science

    What if teachers were given permission to flip their integration approach and lead with science? What if the core ideas, practices, and concepts of science within puzzling or interesting phenomena served as the central focus of knowledge building? Leading with science helps teachers move students beyond surface-level knowledge to engage in 3D science.

    In 3D science, students build deep conceptual understanding of core ideas and cross-cutting concepts over time by engaging in science practices. It is only by engaging in these practices and discourses that students develop and clarify their understanding of scientific and engineering ideas.

    Reading, writing, and discussion are a core part of these practices. Numerous literacy goals—such as constructing explanations or engaging in argument from evidence—can be richly contextualized for students during authentic scientific inquiry. In addition, a variety of different text types can be utilized as children explore scientific phenomena:

    • Informational texts
    • Lab notebooks
    • Narratives connecting science ideas with cultural traditions

    Furthermore, when science goals drive the focus of instruction, students' reading and writing capture forms authentic to science. For example, students might formulate specific questions prior to reading or learn to recognize and use the language of procedural text. They might also learn to recognize evidence-claim relationships or construct their own. Thus, opportunities for disciplinary literacy can be developed.

    Finally, leading with science inquiry offers a motivational aspect of integration that would be hard to mimic in an ELA unit. It allows space for children to ask questions about the world around them; read to figure out what others have already learned; document their data collection; explain their findings; and even write persuasive proposals to support policy changes. This kind of reading, discussion, and writing is motivational.

    If content integration can be viewed as a dance, we argue there is greatest potential for rich knowledge building if we allow science to serve as the lead.

    Foundational principles to knowledge building through science

    To shift to a more science-centered approach to knowledge building, consider these four basic yet foundational principles:

    • Start with science standards, grounding the unit in science and engineering practices. Beginning with a puzzling phenomenon or problem drives the learning and gives literacy learning purpose.
    • Use a variety of written and digital sources to support students' inquiry and problem-solving. Using texts authentic to science provides opportunities to practice a wide range of literacy skills.
    • Encourage communication of ideas, explanations, and conclusions for authentic purposes. Science-based purposes and audiences expand literacy learning.
    • Support students in building disciplinary language as they actively work to make sense of and communicate their science learning. All students benefit from the chance to use and apply academic discourse in the context of meaningful use.

    When science leads, students build rich knowledge that supports contextualized literacy learning and richer, deeper, and more coherent scientific understanding.

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  • Young teacher instructing a smaller group of elementary students on reading
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    Small-Group Reading Instruction: Evidence, Impact, and Practice

    Julie W. Ankrum and Lisa White
     | Aug 28, 2026

    Young teacher instructing a smaller group of elementary students on reading

    Every minute of instructional time is critical. The concise format of small-group lessons facilitates other instructional grouping contexts throughout the day, including whole-class and individual teaching. Small groups are flexible, meaning that students are not locked into a static group; the teacher transitions them to different groups based on developing needs and interests. 

    Yet, in recent years, the value of small-group reading instruction (SGRI) has become the subject of debate, causing confusion and misunderstandings about the power of this essential practice. In their September 2025 EducationWeek opinion piece, Mike Schmoker and Tim Shanahan argued that SGRI is not effective because it may limit instructional time for many students. Later that year, Nell Duke and Claude Goldenberg countered that SGRI—when done well—has many benefits and can be an important component of effective literacy instruction. 

    When carefully planned and conducted, small-group reading instruction provides the Tier 1 context for effectively enhancing students’ reading achievement. For example, flexibly grouping students based on a specific skill or strategy need (e.g., decoding words or making inferences) allows the teacher to provide short, targeted lessons. This type of targeted instruction accelerates student learning because it provides explicit teaching in areas of need, while allowing the teacher to constantly monitor and assess student progress. 

    In March 2026, the Institute of Educational Sciences (IES) released a toolkit for providing differentiated reading instruction in Grades K–3, based on recommendations from their research-based practice guide. The materials highlight evidence-based methods for establishing and managing small groups to provide opportunities for assessment-driven and targeted instruction. 

    SGRI is most effective when teachers select texts that align with a specific teaching point and are highly engaging. Karianne Grønli and her colleagues have also demonstrated that SGRI allows teachers opportunities to provide each reader with targeted feedback to develop skills while also fostering student agency and motivation. Finally, well-designed small-group instruction fosters accountable, meaningful student talk and enables deeper engagement with texts. 

    When these elements are in place, teachers can maximize instructional time to meet the needs of all of their students, solidifying the value of small-group reading instruction in today’s classroom.


    This post was developed in conjunction with members of ILA’s Administrator Collaborative, which includes Heidi Becker, Nabat Erdogan, Brigid Gala, Lisa Hill, Aileen Hower, Kristin Johnson, and Jill Tussey. For more information, register for the webinar on September 30, 2026, at 5:00 p.m. ET, for an opportunity to explore SGRI more deeply and ask questions live.

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  • The Warren Fellowship Holocaust Museum Houston
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    Teaching Holocaust Literacy: Insights From Preservice Teachers

    Ella Alvarado, Manuel Barcenas, and Anna Fazio
     | Aug 25, 2026
    The Warren Fellowship preserivce teacher participants

    The Warren Fellowship for Future Teachers at the Holocaust Museum Houston offers a unique program for preservice teachers who want to learn more about how to teach the Holocaust and combat antisemitism. In today's world, where hatred and hostility are more prevalent than ever, we need to lay the foundation for empathy and understanding in the classroom. By learning about history and the decisions that led to this genocide, teachers can educate students more effectively and prepare them as stewards of a more humane world.

    We completed the Warren Fellowship in 2026. In our following reflection, we share the biggest takeaways for other preservice teachers and early stage educators looking for practical methods of teaching the Holocaust.

    The power of personal narratives

    Primary sources, such as personal testimonies, can help to remind students that these were real people with real lives and futures that were affected by the actions of Nazi Germany. We recommend using reflections from Holocaust survivor Naomi Warren to add a personal connection to these events.

    Warren was born on September 1st, 1920, and grew up in Wołkowysk, Poland. She had a typical childhood until 1939, when World War II began. She endured experiences in various concentration camps, where she survived harsh conditions such as starvation and abuse. Her testimony emphasizes the importance of staying strong in spirit and hope. She said that, "Friendships in camp were very important because you had to have a moral support system." In difficult times, empathy, friendship, and understanding are powerful tools for survival.

    Holocaust survivors are not just historical data, and Warren reminds us that every one of these people had their own unique stories. They were individuals with families, dreams, and relationships. Personal narratives such as Warren's can build students' ability to connect emotionally and develop critical thinking skills.

    Selecting age-appropriate picture books

    Finding age-appropriate sources can introduce difficult topics to elementary students in educational ways. Educators should focus on themes such as kindness, fairness, identity, and human responsibility. By carefully selecting literature and testimonials, educators can help students learn about prejudice and empathy in developmentally appropriate ways.

    We recommend picture books such as The Whispering Town by Jennifer Elvgren, which introduces students to courage and helping others through a story about Danish citizens who protected Jewish families during World War II. Students should be encouraged to write and process their emotions, ask questions, and connect personally to historical themes.

    In reflections, teachers might ask students questions such as:

    • Why are personal stories important in history?
    • What responsibilities do individuals have when witnessing injustice?
    Children's literature can serve as both a mirror and a window for students by helping them see their own experiences through learning about others' lives. Picture books are powerful tools because they combine text and illustrations to scaffold difficult topics and foster empathy.

    Becoming stewards of exceptional literacy instruction

    The Warren Fellowship Holocaust Museum HoustonWe believe educators have a responsibility to teach difficult history thoughtfully and responsibly. Literacy instruction is not only about improving reading and writing skills. Literacy instruction helps students understand humanity, ethics, and the consequences of human choices.

    Teachers can use meaningful discussions, primary sources, and personal narratives to help students build empathy and historical understanding. Encourage students to think critically about the world around them. Warren reminds us that, "It is important to understand that big changes, the kind that transform the way human beings handle being human, start with small changes."

    Holocaust education should move beyond memorizing dates and statistics by centering personal narratives in literacy-based instruction. This begins with small classroom conversations and meaningful stories, all in an effort to teach empathy, kindness, and historical understanding.

    As Warren Fellows, we are committed to taking this approach into our classrooms to help students better understand the past and ultimately encourage compassion between one another. By using developmentally appropriate literature, survivor testimony, diaries, and primary sources, we will create meaningful learning experiences that encourage empathy, critical thinking, and civic responsibility for future generations.

    Editor's Note: Ella Alvarado, Manuel Barcenas, and Anna Fazio are all recent graduates of Texas Christian University who are currently pursuing master's degrees in Curriculum and Instruction: Language and Literacy.

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