Isabel+Beck


 * __Submitted by: Monica Cardiel

Additional page submitted by Vanessa Velasco

National Literacy Panel Member Research __** ** __Isabel Beck: Background__ ** 
 * Isabel Beck is a professor of Education and senior scientist in the Pittsburg Learning Research and Development Center at the University Pittsburg. She became an elementary school teacher prior to working on her academic career. She worked on her education at the University of Pittsburg. She earned her Bachelors of Science in 1953, her Masters of Science in 1963, and finally earned her Ph.D in 1973. She has written many books and won numerous awards. She was elected to the National Academy of Education. **
 * Isabel Beck: NLP Member Photo **


 * [[image:http://www.chronicle.pitt.edu/wp-content/uploads/2008/04/isabelle-beck.jpg width="388" height="236" caption="isabelle-beck.jpg"]] ||
 * isabelle-beck.jpg ||

**__ http://teacher.scholastic.com/products/scholasticprofessional/authors/beck.htm __**
 * __ http://www.chronicle.pitt.edu/?p=1323 __**

**__ Represent Member’s Work __** ** Isabel Beck has written many books and articles, as well as stories for children. The following are some of her work titles she has worked on independently or ** ** in collaboration with her colleagues. ** ** 1.   **** Bringing Words to Life: Robust Vocabulary Instruction  **  ** 2.  **** <span style="color: rgb(218, 135, 7)">Different ways for different goals, but keep your eye on the higher verbal goals. **  <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)"> <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)">** 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> **** Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks’s Meta-analysis. **   <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)"> <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)">** 4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> **** Instructional program by Isabel Beck and coauthor Margaret G. McKeown ** <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)">** 5.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> **** <span style="color: rgb(51, 51, 153); font-family: 'Comic Sans MS'; text-decoration: none">[|Talk: Capturing the Benefits of Read-Aloud Experiences for Young Children]  **** Scholastic Professional Paper by Isabel Beck ** <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)">** 6.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> **** Gather Around ** <span style="color: rgb(235, 145, 15)">** <span style="color: rgb(218, 135, 7)">7.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  **** <span style="color: rgb(218, 135, 7)"> Just For Yo u ** <span style="color: rgb(235, 145, 15)">Reference- [|http://www.campusi.com/search. pl?cat=book&op=group&group_by=id&store_id=&browse_value=&q=author%3DIsabel%2520L.%2520Beck&rq=&nq=&lang=en-us&search_country=us&shipto=us&currency=usd&limit=10&nw=y&use_ajax=1&rcount=0&sort=group_count:desc&is_frm=&start=10 <span] style="FONT-SIZE: 15pt; mso-bidi-font-size: 10.0pt"> **__
 * __ <span style="color: rgb(255, 161, 0)">Books __**
 * __ <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)">Articles   __**
 * __ <span style="color: rgb(255, 161, 0)"><span style="color: rgb(235, 145, 15)"><span style="color: rgb(218, 135, 7)">Stories from Harcourt:   __**

Review Major Study __** ** Study Title: **** <span style="color: rgb(153, 51, 102); font-family: 'Comic Sans MS'">[|Increasing Young Low-Income Children's Oral Vocabulary Repertoires through Rich and Focused Instruction] ** **__ Summary __** **    <span style="font-size: 15pt; color: rgb(51, 102, 255); font-family: 'Times New Roman'"> **__<span style="font-size: 15pt; color: rgb(51, 102, 255); font-family: 'Comic Sans MS'">Four Research Studies __** <span style="font-size: 15pt; color: rgb(51, 102, 255)"> <span style="font-size: 15pt; color: rgb(51, 102, 255)">1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 15pt; color: rgb(51, 102, 255)"><span style="color: rgb(51, 102, 255); text-decoration: none">[|McKeown, Margaret G.] ; [|Beck] <span style="color: rgb(51, 102, 255); text-decoration: none">[|, Isabel L.] <span style="color: rgb(51, 102, 255); text-decoration: none">[|Transforming Knowledge into Professional Development Resources: Six Teachers Implement a Model of Teaching for Understanding Tex]  t. <span style="font-size: 15pt; color: rgb(51, 102, 255)"> This article describes our attempts to transform knowledge from classroom implementations into resources, which we call Accessibles, to support teachers' implementation of Questioning the Author (QtA), an instructional approach aimed at building students' understanding of what they read. We developed 25 Accessibles, which are brief, single-issue documents available for teachers to use on their own. Each Accessible presents examples of classroom interactions and explicates how those interactions exemplify QtA issues or solutions to issues. In this article we report the results of a field test to document the effects of the Accessibles. Six teachers implemented QtA in their classrooms in reading and social studies over 7 months. Transcripts of videotaped lessons, collected before the teachers began QtA, and QtA lesson transcripts were analyzed for patterns of classroom discourse interactions in terms of the kinds of questions asked, students' responses, and teachers' rejoinders to students. Results showed that use of the Accessibles changed classroom discourse from teacher dominated and focused on retrieving information to discourse shared by students and teacher and focused on building ideas from text. Interviews that probed teachers about their attitudes toward and use of the Accessibles indicated that the majority of the time teachers found the Accessibles useful. We also present teachers' comments about the Accessibles, which provide insight into aspects of the Accessibles that they found particularly helpful. Finally, we discuss themes underlying the Accessibles in terms of their potential for other approaches to teaching for understanding. <span style="font-size: 15pt; color: rgb(51, 102, 255)"> <span style="font-size: 15pt; color: rgb(51, 102, 255)">2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 15pt; color: rgb(51, 102, 255)"><span style="color: rgb(51, 102, 255); text-decoration: none">[|McCandliss, Bruce] ; [|Beck] <span style="color: rgb(51, 102, 255); text-decoration: none">[|, Isabel L.] ; <span style="color: rgb(51, 102, 255); text-decoration: none">[|Sandak, Rebecca] ; <span style="color: rgb(51, 102, 255); text-decoration: none">[|Perfetti, Charles]. <span style="color: rgb(51, 102, 255); text-decoration: none">[|Focusing Attention on Decoding for Children with Poor Reading Skills: Design and Preliminary Tests of the Word Building Intervention.] ** Abstract: **<span style="color: rgb(51, 51, 51); font-family: Verdana"> <span style="color: rgb(51, 102, 255); font-family: Verdana">Examines the reading skills of children who have deficient decoding skills in the years following the first grade and traces their progress across 20 sessions of a decoding skills intervention called Word Building. Presents results in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the self-teaching role of alphabetic decoding for improving word identification, reading comprehension, and phonological awareness skills. (SG) <span style="font-size: 15pt; color: rgb(51, 102, 255)"> <span style="font-size: 15pt; color: rgb(51, 102, 255)">3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 15pt; color: rgb(51, 102, 255)"> [|Beck] <span style="color: rgb(51, 102, 255); text-decoration: none">[|, Isabel L.] ; <span style="color: rgb(51, 102, 255); text-decoration: none">[|McKeown, Margaret G.] ; <span style="color: rgb(51, 102, 255); text-decoration: none">[|Kucan, Linda]. <span style="color: rgb(51, 102, 255); text-decoration: none">[|Taking Delight in Words: Using Oral Language To Build Young Children's Vocabularies] <span style="color: rgb(51, 102, 255); font-family: Verdana">Describes how pre-kindergarten through elementary teachers can enhance the vocabulary development of young children, focusing on teaching words from texts that are read aloud to children rather than read by children. Examines sequenced activities for teaching words to young children and activities that encourage children to interact with words, taking into account the kind of supports that young children need to make sense of those words. (SM) <span style="font-size: 15pt; color: rgb(51, 102, 255); font-family: Verdana"> <span style="font-size: 15pt; color: rgb(51, 102, 255)">4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 15pt; color: rgb(51, 102, 255)"> [|Beck] <span style="color: rgb(51, 102, 255); text-decoration: none">[|, Isabel L.] ; <span style="color: rgb(51, 102, 255); text-decoration: none">[|McKeown, Margaret G.] <span style="color: rgb(51, 102, 255); text-decoration: none">[|Questioning the Author: Making Sense of Social Studies.] ** Abstract: **<span style="color: rgb(51, 51, 51); font-family: Verdana"> <span style="color: rgb(51, 102, 255); font-family: Verdana">Describes reading-comprehension technique called "Questioning the Author," which focuses on teaching students to concentrate on building understanding of the ideas in the text. Provides examples of this reading-comprehension technique in geography and history. (PKP) <span style="font-size: 15pt; color: rgb(51, 102, 255)"> **__ Web-based links to NLP’s member website __**
 * Based on the abstract this articles’ focus was vocabulary enhancement for low SES. The research included groups receiving various levels of vocabulary instruction to none. The results revealed that those students with the most vocabulary exposure advanced the most. Students were given illustrations to identified words that represented the meaning. In addition, they were given verbal explanations and were to identify the word that matched.
 * Reference: [|http://www.eric.ed.gov/ERICWebPortal/Home.portal;jsessionid=HYtT9n1pnpMg6nG1K1pFh8v52KBDQQmCqnFtWRPGvZT6hFHnTG0l!-1345942867?_nfpb=true&ERICExtSearch_SearchValue_0=%22Beck+Isabel+L.%22&ERICExtSearch_SearchType_0=au&_urlType=action&_pageLabel=ERICSearchResult] **
 * Abstract: **<span style="font-size: 15pt; color: rgb(51, 102, 255)">
 * Abstract: **
 * __ Reference: [|http://www.eric.ed.gov/ERICWebPortal/Home.portal;jsessionid=HYtT9n1pnpMg6nG1K1pFh8v52KBDQQmCqnFtWRPGvZT6hFHnTG0l!-1345942867?_nfpb=true&ERICExtSearch_SearchValue_0=%22Beck+Isabel+L.%22&ERICExtSearch_SearchType_0=au&_urlType=action&_pageLabel=ERICSearchResult]  __**

__ Projects __<span style="font-weight: normal; font-size: 13pt; color: gray; line-height: 150%; font-family: 'Comic Sans MS'">
• <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|A Collaborative Dialogue Agent for Peer Learning Interactions] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Andes Physics Tutoring Project] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|High Performance Learning Communities] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Institute for Learning (IFL)] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Learning from Design] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Learning Policy Center] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Model Assisted Reasoning in Science (MARS)] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Pittsburgh Science of Learning Center (PSLC)] • <span style="color: rgb(51, 153, 102); font-family: 'Comic Sans MS'">[|Reading and Language Group] Reference: [|http://www.lrdc.pitt.edu/people/person-detail.php?id=86</span]>

__<span style="font-weight: normal; font-size: 15pt; color: gray; line-height: 150%; font-family: 'Comic Sans MS'">Events & Conferences __
·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="color: rgb(204, 153, 255); font-family: 'Comic Sans MS'">[|Pittsburgh Scientific Reasoning Supergroup] ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="color: rgb(204, 153, 255); font-family: 'Comic Sans MS'">[|Pittsburgh Science of Learning Center talks] ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 15pt; color: rgb(204, 153, 255); line-height: 150%; font-family: 'Comic Sans MS'">[|Cognitive Psychology Brownbags] ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 15pt; color: rgb(204, 153, 255); line-height: 150%; font-family: 'Comic Sans MS'">[|Psychology Department Colloquia]