Dr. Peter Johnston, author and literacy researcher

Literacy, Learning, Thinking and Classroom Communities

Session Description

Discover how the classroom choices we make, particularly our language choices, influence the qualities of the classroom learning community, and learn how to make those choices wisely. The qualities of the learning community we build will impact children’s comprehension, their social relationships, their intelligence, and how they handle challenge, adversity, uncertainty, and difference.

Biography

Peter Johnston grew up and taught elementary school in New Zealand before coming to the United States to earn his Ph.D. at the Center for the Study of Reading at the University of Illinois. He now lives in Albany, New York. His research and writing focus are on children's learning and teachers' teaching. He is globally recognized for his expertise in language development and literacy assessments.

Dr. Johnston serves on the editorial boards of: Reading Research Quarterly, Journal of Literacy Research, Elementary School Journal, and Literacy, Teaching and Learning. He has written numerous articles in journals such as Reading Research Quarterly, Journal Of Literacy Research, Elementary School Journal, Reading Teacher, Harvard Educational Review, Teachers College Record, Journal Of Educational Psychology, Contemporary Educational Psychology, Educational Psychologist, and Theory Into Practice.

His books include Choice Words: How Our Language Affects Children’s Learning (2004, Stenhouse), Critical literacy/critical teaching: Tools for preparing responsive teachers (2006, Teachers College Press, with Cheryl Dozier & Rebecca Rogers), Reading to Learn: Lessons from exemplary fourth grade classrooms (2002, Guilford, with Richard Allington), Running records: a self-tutoring guide (2000, Stenhouse), and Knowing literacy (1997, Stenhouse).

Additionally, Dr. Johnston has chaired the International Reading Association and National Council of Teachers of English Joint Task Force on Assessment. Dr. Johnston received the International Reading Association’s Outstanding Dissertation award and the Albert J. Harris Award for his contribution to the understanding of reading disability.