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  • P. David Pearson
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    A Giant Has Left Us, but His Light Remains: Remembering P. David Pearson

    Patricia A. Edwards
     | Sep 09, 2026

    P. David Pearson

    (Photos courtesy of Matthew Pearson)

    Sunday, August 30, 2026, brought news that I was simply not prepared to receive—the passing of my dear friend and colleague, P. David Pearson.

    I am still trying to absorb the reality that David is no longer with us.

    There are some people whose presence in our lives becomes so familiar, so enduring, and so deeply connected to the history of our professional journeys that it is almost impossible to imagine the world without them in it. For me, David was one of those people.

    My memories of David go back much farther than many people might realize.

    I first had the opportunity to meet David when I was a very young graduate student at the University of Wisconsin–Madison and he was a very young assistant professor at the University of Minnesota. Neither of us could have known then where our professional journeys would take us, but I remember being impressed by David.

    There was something about his intellect, his curiosity, and the way he thought about reading and learning that made me believe I was meeting someone who was going to make a significant contribution to our field. In fact, I made a prediction: P. David Pearson was going to become a world-renowned scholar. (Spoiler alert: I was right.)

    One of the things I admired most about David was his unwillingness to accept simple answers to complicated questions. He understood that literacy learning is complex because children are complex. He knew that teaching is complex because teachers make consequential decisions every day. And he understood that research should illuminate that complexity rather than erase it.

    David challenged ideas without diminishing people. He understood that rigorous scholarship did not require intellectual arrogance. He could disagree with you and still make you want to continue the conversation—a truly rare gift.

    Years later, when I served as president of the National Reading Conference (now the Literacy Research Association), I invited David to deliver the keynote at our annual conference. I knew what he would bring to that audience: Intellectual rigor, insight, provocation, humor, and an extraordinary ability to make us think differently about questions we thought we already understood.

    He did not disappoint.

    When David finished speaking, he received a 15-minute standing ovation. And as I watched hundreds of literacy scholars rise to their feet to honor him, I thought about the young assistant professor I had met years earlier when I was a graduate student at Wisconsin.

    I will never forget that moment.

    It is impossible to talk about David without acknowledging the magnitude of his contribution to our field. He fundamentally changed how generations of educators understood reading comprehension by helping us recognize that comprehension is not something that simply happens after children decode words—that readers actively construct meaning, bringing knowledge, experiences, language, expectations, and purposes to their encounters with texts. And his work on the gradual release of responsibility provided educators with a powerful way to conceptualize teaching: Teachers model and support learning, students participate with guidance, and responsibility gradually shifts until learners can act independently.

    Right now, however, I am not thinking first about P. David Pearson, the internationally renowned scholar.

    I am thinking about David, the person.

    I am thinking about my colleague.

    I am thinking about my friend.



    Editor's note: This article is part of a series of reflections honoring P. David Pearson's lasting legacy. For more, read his memorial and Celebration of Life.
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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 not from Pearson, 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,’” she said. “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.”

     



    Editor's note: This article is part of a series of reflections honoring P. David Pearson's lasting legacy. For more, read his memorial and a message from Patricia A. Edwards.
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  • ILA branded logo
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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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  • The Freedom Seeker by Ruchira Gupta
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    Announcing the ILA 2026 Book Award Winners

    ILA Staff
     | Jun 30, 2026
    Recipients of ILA's 2026 Book Awards

    The International Literacy Association (ILA) proudly announces the recipients of its 2026 Children's and Young Adult Book Awards. These awards honor newly published authors who demonstrate exceptional talent in literature for children and young adults, with a focus on authentic stories that connect with readers around the globe.

    This year's selected titles highlight the power of individuals and communities who challenge obstacles, reclaim their voices, and reshape the world around them. Together, these stories encourage readers to see the world through different perspectives.

    Join us in celebrating the 2026 award winners:

    Primary Fiction 

    • Winner: Katie Venit, Forts (Penguin Young Readers)
    • Honor: Anaïs Lambert, Giant Steps (Blue Dot Kids Press)

    Primary Nonfiction

    • Winner: Jennifer Cooper, This Skirt Won't Work!: How Women Athletes Changed Their Clothes and Changed the Game (Sourcebooks Explore)
    • Honor: Leah Schanke, Freedom at Dawn: Robert Smalls’s Voyage Out of Slavery (Albert Whitman & Company)

    Intermediate Fiction

    • Winner: Caris Avendaño Cruz, The Boy, the Mountain, and the Serpent Who Ate the Moon (Macmillan Children’s Publishing Group)
    • Honor: Ruchira Gupta, The Freedom Seeker (Scholastic Press)

    Intermediate Nonfiction

    • Winner: James Robinson, Whale Eyes: A Memoir About Seeing and Being Seen (Penguin Workshop)
    • Honor: Kamalani Hurley, Kahoʻolawe: The True Story of an Island and Her People (Learner Publishing Group)

    Young Adult Fiction

    • Winner: Gloria Muñoz, This Is the Year (Holiday House)
    • Honor: Briana Loewinsohn, Raised By Ghosts (Fantagraphics)

    Young Adult Nonfiction

    • Winner: Jerry Faivish, Can Posters Kill?: Antisemitic Propaganda and World War II (Second Story Press)
    • Honor: Raymond Santana, Pushing Hope: An Illustrated Memoir of Survival (Astra Books for Young Readers)

    For more information and a full list of past winners, visit literacyworldwide.org/awards.

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  • James Baumann
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    James Baumann Named Recipient of International Literacy Association's William S. Gray Citation of Merit

    ILA Staff
     | Jun 30, 2026

    James F. Baumann

    The International Literacy Association (ILA) announced today that James F. Baumann, Chancellor's Chair for Excellence in Literacy Education Emeritus at the University of Missouri, is the recipient of the ILA 2026 William S. Gray Citation of Merit. First issued in 1957, the Citation of Merit is ILA's highest individual honor, awarded annually to an individual who has made outstanding contributions to literacy education. Recipients represent some of the most influential voices in the field, with careers spanning decades of scholarship, leadership, and service.

    Baumann is internationally recognized for his influential research on vocabulary instruction, reading comprehension, and literacy teacher education. Throughout a distinguished career spanning more than four decades, he has consistently bridged research and classroom practice, producing scholarship that has shaped literacy instruction while remaining firmly grounded in the realities of teaching. His work has helped generations of educators better understand how students develop vocabulary knowledge, comprehension strategies, and independent word-learning skills.

    A former elementary classroom teacher, Baumann’s research has always reflected his commitment to practical, evidence-based instruction. His studies on vocabulary learning, morphology, context analysis, and comprehension instruction have informed classroom practice worldwide, while his scholarship on teacher research and instructional decision-making has influenced literacy educators across multiple generations.

    Throughout his career, Baumann has authored or edited numerous books and hundreds of scholarly publications, including foundational works on vocabulary instruction, reading comprehension, literacy research methodologies, and teacher education. His research has appeared in leading journals including Reading Research Quarterly, The Reading Teacher, Journal of Adolescent & Adult Literacy, American Educational Research Journal, and Educational Researcher.

    Baumann’s leadership has extended well beyond his research. He served as editor of The Reading Teacher from 1989 to 1993, was a member of the International Reading Association (now ILA) Board of Directors from 1995 to 1998, and has contributed extensively through editorial boards, research committees, award committees, and leadership roles within both ILA and the Literacy Research Association.

    A 2014 inductee into the Reading Hall of Fame, Baumann has received numerous honors throughout his career, including the American Educational Research Association Vocabulary Special Interest Group's Notable Vocabulary Researcher Award. His influence also extends through the many doctoral students and literacy scholars he has mentored, many of whom have become leaders in the field.

    Other recipients of this year's ILA awards and grants program are:

    • Shireen Al-Adeimi and Rebecca Lee, Michigan State University | Outstanding Article Award: Journal of Adolescent & Adult Literacy
    • H. Gerald Campano, University of Pennsylvania, and María Paula Ghiso, Columbia University | Diane Lapp & James Flood Professional Collaborator Award
    • Katia Ciampa, Widener University | Elva Knight Research Grant
    • Amy C. Crosson, Pennsylvania State University; Michael J. Kieffer, New York University; Margaret G. McKeown, University of Pittsburgh; and William Nagy, Seattle Pacific University | Dina Feitelson Research Award
    • Fuyi Feng, The Ohio State University | Helen M. Robinson Grant
    • Gina LeCause, Texas Christian University | Carrice Cummins Outstanding Preservice Educator Award
    • Julian Levine, University of California, Irvine | Jeanne S. Chall Research Fellowship
    • Youngsun Moon, University of California, Irvine | Timothy & Cynthia Shanahan Outstanding Dissertation Award
    • Jackie E. Relyea, North Carolina State University; Joshua B. Gilbert, Mary Burkhauser, Ethan Scherer, Douglas M. Mosher, Zhongyu Wei, Johanna Tvedt, and James S. Kim, Harvard University | Outstanding Article Award: Reading Research Quarterly
    • Bethany L. Scullin, University of West Georgia | Maryann Manning Special Service Award
    • Sheri Vasinda, Oklahoma State University | Jerry Johns Outstanding Teacher Educator in Reading Award
    • Vahide Yiğit Gençten, Emirates College for Advanced Education, and Rabia Özen Uyar, Adıyaman University | Outstanding Article Award: The Reading Teacher
    More information can be found on ILA’s awards and grants page
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