Annemarie Palincsar

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. P. David Pearson Award for Scholarly Influence (2019) Reading Hall of Fame (2018) Named Arthur F. Thurnau Professorship (2006) Oscar Causey Award for Outstanding Contributions to Reading Research (2005) Member, National Academy of Education University of Canterbury Fellow (2003) AERA Early Career Award for Programmatic Research (1991)

Biography Palincsar was a first-generation college student. She had interests in becoming a pediatrician, but pursued education instead with a focus on children's learning difficulties. Her research on improving reading comprehension of students in pre-K to grade 12 was funded through the Institute of Education Sciences.

Palincsar contributed to a National Academies of Sciences, Engineering, and Medicine volume titled How People Learn, Volume II: Learners, Contexts, and Cultures on the science of learning and its implications for education. The volume emphasizes the importance of understanding the social and cultural contexts in which learning occurs, as these factors can significantly influence how individuals learn and the knowledge they acquire. The professional development of teachers is also addressed, with an emphasis on preparing educators to create learner-centered, inclusive, and culturally responsive learning environments. The key findings highlight the complex nature of learning and the need for educators, policymakers, and researchers to consider diverse contexts and individual differences when designing and implementing effective educational strategies. Such questioning can help students visualize what they reading, while also helping teachers to identify gaps in their students' understanding. The method encourages students to ask questions, make predictions, and clarify misconceptions, all of which promote critical thinking skills.

Palincsar is also recognized for her contributions to the concept of cognitive apprenticeships. This work built on the theoretical work of Lev Vygotsky who emphasized the importance of providing support within a student's ZPD (Zone of Proximal Development), i.e., the range of tasks a learner can perform with the help of a more knowledgeable person. Under Palincsar's view, instructional scaffolding is crucial for guiding students toward independent comprehension. Her work in this area prompted educators and other researchers to explore how mobile technologies can be leveraged to enhance learning experiences, provide personalized instruction, and facilitate collaborative activities.

Books Campione, J. C., Metz, K., & Palincsar, A. S. (2007). Children's learning in the laboratory and in the classroom: Essays in honor of Ann Brown. Routledge. Deshler, D., Palincsar, A. S., Biancarosa, G., & Naire, M. (2007). Informed choices for struggling adolescent readers: A research based guide to principles and practices. International Reading Association. Jones, B. F., Palincsar, A. S., Ogle, D. S., & Carr, E. G. (Ed.) (1987). Strategic teaching and learning: Cognitive instruction in the content areas. Association for Supervision and Curriculum Development. Kucan, L. & Palincsar, A. S. (2013). Comprehension instruction through text-based discussion. International Reading Association. National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press. (Contributing author). Palincsar, A. S., Ogle, D. S., Jones, B. B., & Carr, E. G. (1986). Teaching reading as thinking. Association for Supervision and Curriculum Development. Pearson, P.D., Palincsar, A.S., Biancarosa, G., Berman, A. (2020). Reaping the rewards of the reading for understanding initiative. National Academy Press.

Representative papers Palincsar, A. S., Fitzgerald, M. S., Marcum, M. B., & Sherwood, C.-A. (2018). Examining the work of "scaffolding" in theory and practice: A case study of 6th graders and their teacher interacting with one another, an ambitious science curriculum, and mobile devices. International Journal of Educational Research, 90, 191–208. Palincsar, A. S., Marcum, M. B., Fitzgerald, M., & Sherwood, C.-A. (2019). Braiding teacher practice and class-wide dialogue: An historical inquiry across three sociocultural interventions. International Journal of Educational Research, 97, 157–165. Palincsar, A. S., & Schleppegrell, M. J. (2014). Focusing on language and meaning while learning with text. TESOL Quarterly, 48(3), 616–623. Palincsar, A. S., & Schutz, K. M. (2011). Reconnecting strategy instruction with its theoretical roots. Theory into Practice, 50(2), 85–92. Palinscar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.