Peter Johnston, Professor Emeritus
Ph.D., University of Illinois at Champaign-Urbana
Education Building-Room 334; (518)-442-5105
Peter Johnston studies the consequences of teaching and assessment practices for the literate lives of children and teachers. His current research explores links among classroom talk, reading engagement, and children’s social, emotional and literate development. He has published ten books and over 80 articles. His publications have appeared in journals such as Reading Research Quarterly, Journal of Literacy Research, Elementary School Journal, Reading Teacher, Language Arts, Harvard Educational Review, Teachers College Record, Journal of Educational Psychology, Contemporary Educational Psychology, Educational Psychologist, and Theory into Practice.
His most recent books are Opening Minds: Using language to change lives (2012, Stenhouse), RTI in Literacy – Responsive and Comprehensive (2010, International Reading Association), 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), and Reading to Learn: Lessons from exemplary fourth grade classrooms (2002, Guilford, with Richard Allington).
Numerous awards for his work include the Albert J. Harris Award from the International Reading Association for his contribution to the understanding of reading disability, and the State University of New York Chancellor’s Award for Excellence in Research. He is an elected member of the Reading Hall of Fame. Most recently, the Literacy Research Association honored him with the P. David Pearson Scholarly Influence Award, citing his book Choice Words as having “demonstrably and positively influenced literacy teaching in classrooms and districts nationally.” Choice Words, now in three languages and with close to 250,000 copies in print, was also Scholastic Magazine’s #1 choice for book from the past decade every teacher should read.
Ivey, G., & Johnston, P. H. (2015). Engaged reading as a collaborative, transformative practice. Journal of literacy research, 47(3), 297-327.
Ivey, G., & Johnston, P. H. (2013). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly, 48(3), 255-275.
Johnston, P., Ivey, G., & Faulkner, A. (2011). Talking in Class: Remembering What Is Important About Classroom Talk. The Reading Teacher, 65(4), 232-237.
Johnston, P. (2011). Response to Intervention in Literacy: Problems and Possibilities. Elementary School Journal, 11(4), 511-534.
Johnston, P. (2010). An Instructional Frame for RTI. The Reading Teacher, 63(7), pp. 602–604
Johnston, P. (2005). Literacy assessment and the future. The Reading Teacher, 58(7), 684-686.
Johnston, P., & Costello, P. (2005). Principles for literacy assessment. Reading Research Quarterly, 40(2), 256-267.
Johnston, P., & Yanoff, L. (2004). Early childhood assessment and family literacy. Handbook of family literacy research. Mahwah, NJ:Lawrence Erlbaum.
Johnston, P. (2003). Assessment conversations. The Reading Teacher, 57(1), 90-92.
Johnston, P. (2002). Commentary on “The interactive Strategies approach to Reading Intervention.” Contemporary Educational Psychology, 27, 636-647.
Allington, R. L., Johnston, P. H., & Day, J. P. (2002). Exemplary fourth-grade teachers. Language Arts, 79(6), 462-466.
Gioia, B., Johnston, P., & Giovanelli, L. (2002). Documenting and developing literacy in Deaf children. Literacy Teaching and Learning: An international Journal of Early Reading and Writing, 6(1), 1-22.
Johnston, P., & Backer, J. (2002). Inquiry and a good conversation: “I learn a lot from them.” In R. L. Allington & P. H. Johnston, (Eds.). Reading to Learn: Lessons from Exemplary Fourth-grade Classrooms. (pp. 37-53). New York: Guilford.
Johnston, P., & Quinlan, M. E. (2002). A Caring, Responsible Learning Community. In R. L. Allington & P. H. Johnston, (Eds.). Reading to Learn: Lessons from Exemplary Fourth-grade Classrooms.(pp. 123-139). New York: Guilford.
Johnston, P., Bennett, T., & Cronin, J. (2002). “I want students who are thinkers.” In R. L. Allington & P. H. Johnston, (Eds.). Reading to Learn: Lessons from Exemplary Fourth-grade Classrooms. (pp. 140-165). New York: Guilford.
Allington, R. L., & Johnston, P. (2001). What do we know about effective fourth-grade teachers and their classrooms? In C. Roller (Ed.), Learning to teach reading: Setting the research agenda. Newark, DE: International Reading Association. (pp. 150-165).
Johnston, P. & Rogers, R. (2001). Early literacy assessment. In S. Neuman & D. Dickenson (Eds.). Handbook of Early Literacy Research, (pp. 377-389). New York: Guilford.
Johnston, P., Jiron, H.W., Day, J.P. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233.
Johnston, P. (2000). Running Records: A self-tutoring guide. York, ME: Stenhouse.
Johnston, P. (2000). How will literacy be assessed in the new millennium? Reading Research Quarterly, 35(2), 244.
Johnston, P., Allington, R. L., Guice, S., & Brooks, G. (1999). Moving to literature-based instruction: A multi-level study of reform. The Peabody Journal of Education, 73(3&4), 81-103.
Johnston, P. (1999). Unpacking literate "achievement." In Janet Gaffney & Billie Askew (Eds.) Stirring the waters: A tribute to Marie Clay. Portsmouth, NH: Heinemann.
Gioia, B., & Johnston, P. (1998). The Reading Club. In D. Deegan & P. Mosenthal (Eds.). Reconsidering the role of the Reading Clinic in a New Age of Literacy, Greenwich, CT: Lawrence Erlbaum.
Johnston, P. (1998). The consequences of the use of standardized tests. In Murphy, S. Shannon, P., Johnston, P., & Hansen, J. Fragile Evidence: A Critique of Reading Assessment (pp. 89-101). Mahwah, NJ:Lawrence Erlbaum.
Johnston, P. (1997). Standardized tests in family literacy programs. In Denny Taylor (Ed.). Many families, many literacies: A declaration of principles. Portsmouth, NH: Heinemann.
Johnston, P. (1997). Knowing literacy: Constructive literacy assessment. York, Maine: Stenhouse Publishers.
Johnston, P. (1997). Commentary on a critique. The Reading Teacher, 51(4), 282-285.
Johnston, P. (1997). Performance assessment and the English Language Arts. The Language and Literacy Spectrum, 7, 23-26.
Guice, S., Allington, R., Johnston, P., Baker, K., Michelson, N. (1996). Access?: Books, children, and literature-based curriculum in schools. New Advocate, 9(3), 197-208.
Johnston, P., Guice, S., Baker, K., Malone, J., & Michaelson, N., (1995). Assessment of teaching and learning in "literature based" classrooms. Teaching and Teacher Education, 11 (4), 359-371.
Johnston, P., & Nicholls, J. (1995). Voices we want to hear and voices we don't. Theory into Practice, 34(2), 94-100. The Educational Press Association gave this paper the award for the "Outstanding Learned Article," (1996).
Johnston, P. (l992). Assessment and literate "development". The Reading Teacher, 46(5), 428-429.
Johnston, P. (1993). Assessment as social practice. In D. Leu & C. Kinzer (eds.) Forty-second Yearbook of the National Reading Conference (pp. 11-23). Chicago IL: National Reading Conference.
Johnston, P. (1989). Constructive evaluation and the improvement of teaching and learning. Teachers College Record, 90(4), 509-528.
Johnston, P. (l987). Teachers as evaluation experts. The Reading Teacher, 40(8), 744-748.
Winograd, P. N., & Johnston, P. (l987). Some considerations for advancing the teaching of reading comprehension. The Educational Psychologist, 22(3&4), 2l3-230.
Johnston, P. (l985). Investigating reading failure as an integrated human activity. Research Communications in Psychology, Psychiatry and Behavior, l0, 99-127.
Johnston, P., & Winograd, P. (l985). Passive failure in reading. Journal of Reading Behavior, l7(4), 279-30l.
Johnston, P. (l985). Understanding reading failure: A case study approach. Harvard Educational Review, 55, l53-l77.
Johnston, P., Allington, R., & Afflerbach, P. (l985). The congruence of classroom and remedial reading programs. The Elementary School Journal, 85, 465-478.