Parker C. Fawson Ed.D.

Parker C. Fawson, Ed.D.

Associate Professor - Literacy
Email: parker.fawson@usu.edu
Phone (435) 797-0392
Office: Jones Education Building, Room 392

Education

  • Ed.D. Elementary Education Reading/Language Arts Brigham Young University, 1989
  • M.Ed. Educational Leadership Brigham Young University, 1986
  • B.A. Elementary Education Science/German Weber State College, 1983

Educational Experience

  • Associate Professor - Literacy Utah State University Logan, UT, 2002 - Present
  • Associate Professor - Literacy Brigham Young University Provo, UT, 1995 - 2002
  • Assistant Professor - Literacy Brigham Young University Provo, UT, 1993 - 1995
  • Assistant Professor - Literacy Arizona State University West Phoenix, AZ, 1991 - 1993
  • Visiting Assistant Professor Brigham Young University Provo, UT, Summer, 1992
  • Assistant Professor - Literacy Central Washington University Ellensburg, WA, 1989 - 1991
  • Teacher 1st Grade Nebo School District Spanish Fork, UT, 1988 - 1989
  • Teacher 3rd and 4th Grades Nebo School District Spanish Fork, UT, 1984 - 1987
  • Teacher 6th Grade Weber County School District Ogden, UT, 1983 - 1984

Publications

  • Reutzel, D. R. & Fawson, P.C. (2002). Your classroom library: giving it more teaching power. NY, NY: Scholastic, Inc.

Refereed Journal Articles

  • Fawson, P. C., Ludlow, B. C., Reutzel, D. R., Sudweeks, R., & Smith, J. A. (In Press). Examining the reliability of running records: Attaining generalizable results. Journal of Educational Research.
  • Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2006). Words to Go: Evaluating a First-Grade parent Involvement Program for “Making” Words at Home. Reading Research and Instruction. 45(2). 119-160.
  • Reutzel, D. R., Smith J. A., & Fawson, P. C. (2005). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly. 20(3). 276-305.
  • Wolfersberger, M.E., Reutzel, D.R., Sudweeks, R., & Fawson, P. C. (2004). Developing and validating the classroom literacy environmental profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. Journal of Literacy Research. 36(1) 83-144.
  • Bryan, G., Fawson, P.C., & Reutzel, D.R (2003). Sustained silent reading: Exploring the value of literature discussion with three non-engaged readers. Reading Research and Instruction.43(1), 47-73
  • Reutzel, D. R., & Fawson, P. C. (2003). Changing the face of reading instruction: Recommendations of six national reading reports. Reading Horizons,42(4), 235-270.
  • Reutzel, D. R., Fawson, P. C., Young, J. R., Wilcox, B., & Morrison, T. (2003). “Reading environmental print: The role of concepts of print in discriminating young readers’ responses.” Reading Psychology, 24(2), 123-162.
  • Fawson, P. C., & Reutzel, D. R. (2002). Balanced literacy: A school-university partnership to improve young readers’ achievement and engagement. Balanced Reading Instruction, 9(Fall), 67-80
  • Fawson, P. C., & Reutzel, D. R. (2000). But I only have a basal: Implementing guided reading in the early grades. The Reading Teacher, 54(1), 84-97.
  • Fawson, P. C., & Moore, S. A. (1999) Reading incentive programs: Beliefs and practices. Reading Psychology, 20(4), 325-340.
  • Birrell, J.; Fawson, P. C.; Ostlund, M., & S. Seehafer (1995). Reshaping the role of the brigham young university/public school partnership. Record in Educational Leadership, 15(2), 89-93
  • Reutzel, D. R., Fawson, P. C., & D. Ruf (1994). Global literacy connections: Stepping into the future. THINK, 8(2), 32-34.
  • Fawson, P. C. (1994). Using a salient characteristic analysis technique (SCAT) to teach metaphorical comprehension. Journal of Reading, 37(8), 679-680.
  • Fawson, P. C., & Reutzel, D. R. (1994). Comprehending metaphor: Using a salient characteristic analysis technique (SCAT). Reading Horizons, 34(4), 356-358.
  • Fawson, P. C., & Moore, S. A. (1994). Challenging assumptions of elementary school reading incentive programs. Contemporary Issues in Reading, 9(2), 165-169.
  • Reutzel, D. R., & Fawson, P. C. (1991). Literature webbing and predictable books: A prediction strategy that works with poor readers. Reading Research and Instruction 30(4), 20-30.
  • Reutzel, D. R., & Fawson, P.C. (1990). Traveling tales: Connecting parents and children through writing. The Reading Teacher 44(3), 222-227.
  • Reutzel, D. R., & Fawson, P.C. (1989). Using a literature webbing strategy lesson with predictable books. The Reading Teacher, 43(3), 208-215.

Conference Presentations

Internationals

  • Fawson, P. C., Smith, J. A., & Reutzel, D. R. (2006, August). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Research presentation presented at the 21st World Congress on Reading, Budapest, Hungary.
  • Fawson, P. C. (2002, August). University/public school partnerships: Working together to support teachers’ and children’s reading development. Session presentation at the 19th World Congress on Reading, Edinburgh, Scotland.
  • Fawson, P. C. (2000, July). Fingerpoint-reading: Visual tracking behaviors of picture governed readers. Paper presented as a People To People Delegation Leader to China, Bejing, China.
  • Fawson, P. C. (2000, July). Putting the pieces together: Balanced literacy instruction is anything but simple. Paper presented at the 18th World Congress on Reading, Auckland, New Zealand.
  • Fawson, P. C. (1999, July). Repeated reading and eye movements: The processing of text by elementary school children. Paper presented at the 11th European Conference on Reading, Stavanger, Norway.
  • Fawson, P. C., & Reutzel, D. R. (1995, July). An environmental impact statement: Designing supportive literacy classrooms for young children. Paper presented at the 9th European Conference on Reading, Budapest, Hungary.

National

  • Fawson, P. C. (2006, February). Improving reading performance of at-risk readers. Keynote address and breakout presentations presented at the SUN (Spanish, Ute, Navajo) Education Conference, Cortez, CO.
  • Fawson, P. C., Reutzel, D. R., & Palmer-Gnotta, J. (2005, November). Teachers identifying and teaching the features of beginning reading texts. Paper accepted for presentation at the 49th annual meeting of the College Reading Association, Savannah, GA.
  • Reutzel, D. R., & Fawson, P. C. (2004, November). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Paper presented at the 48th annual meeting of the College Reading Association, Palm Beach, Florida.
  • Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2004, May). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Paper presented at the 49th annual meeting of the International Reading Association, Reno, Nevada.
  • Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2003, December). Teaching reading comprehension strategies using information texts: A comparison of the effects of explicit single and multiple transactional strategy instruction on young children’s content knowledge acquisition, reading engagement and reading development. Paper presented at the 53rd annual meeting of the National Reading Conference, Scottsdale, AZ.
  • Reutzel, D. R., & Fawson, P. C. (2003, November). Developing and validating the Classroom Literacy Environmental Profile (CLEP): A tool for examining the “print richness” of early childhood and elementary classrooms. Paper presented at the 47th annual meeting of the College Reading Association, Corpus Christi, TX.
  • Fawson, P. C., Bryan, G., & Reutzel, D. R. (2002, November). Discussing books: Encouraging fourth-graders’ engagement during silent sustained reading. Paper presented at the 46th annual meeting of the College Reading Association, Philadelphia, PA.
  • Fawson, P. C., & Ludlow, B. (2002, November). Using running records as a benchmark reading assessment: Reliability in assessing reading progress.” Paper presented at the 46th annual meeting of the College Reading Association, Philadelphia, PA.
  • Fawson, P. C. (2002, November). Secondary school reading: Teacher knowledge and student performance. Paper presented at the 46th annual meeting of the College Reading Association, Philadelphia, PA.
  • Fawson, P. C., Smith, J. A., & Reutzel, D. R. (2002, April). Successful school/university partner ships: Developing a common language for literacy learning.” Paper presented at the 47th annual meeting of the International Reading Association, San Francisco, CA.
  • Fawson, P. C. (2001, November). Engaged reading: Investigating incentive paths. Paper presented at the 45th annual meeting of the College Reading Association, Orlando, FL.
  • Fawson, P. C., & Pierce, L. (2000, November). Fingerpoint-reading: Visual tracking behaviors of picture governed readers. Paper presented at the 44th annual meeting of the College Reading Association, St. Petersburg, FL.
  • Fawson, P. C. (2000, November). Personal critiques: Coaching prospective writers: Parts I & II. Panel discussion invited participant at the 44th annual meeting of the College Reading Association, St. Petersburg, FL.
  • Fawson, P. C. (1999, November). Metacognitive study reading: Pairing reading and content classes in college. Paper presented at the 43rd annual meeting of the College Reading Association, Hilton Head, SC.
  • Reutzel, D. R., & Fawson, P. C. (1999, November). Reading environmental print: Discriminating responses of developing readers. Paper presented at the 43rd annual meeting of the College Reading Association, Hilton Head, SC.
  • Fawson, P. C. (1999, November). Personal critiques: Coaching perspective writers. Panel discussion invited participant at the 43rd annual meeting of the College Reading Association, Hilton Head, SC.
  • Reutzel, D. R., & Fawson, P. C. (1999, December). Young children’s reading of environmental print: Talk, play, and print-related knowledge. Paper presented at the 49th National Reading Conference annual meeting, Orlando, FL.
  • Reutzel, D. R., & Fawson, P. C. (1998, December). Reading environmental print: Discriminating young readers’ responses. Paper presented at the 48th National Reading Conference annual meeting, Austin, TX.
  • Fawson, P. C. (1998, November). Reading research and instruction: Editorial board meeting. Session conducted at the 42nd annual meeting of the College Reading Association, Myrtle Beach, SC.
  • Reutzel, D. R., & Fawson, P. C. (1997, November). Balanced literacy: A lucid model for elementary school language instruction. Paper presented at the 41st College Reading Association annual meeting, Boston, MA.
  • Fawson, P. C. (1997, November). A discussion with the editorial ream of CRA’s professional journal: Reading Research and Instruction. Session conducted at the 41st College Reading Association annual meeting, Boston, MA
  • Fawson, P. C., Reutzel, D. R., & Moore, S. A. (1996, November). Reading incentive programs: The effect of four incentive paths on third-graders' decisions about reading. Paper presented at the 40th College Reading Association annual meeting, Charleston, SC.
  • Fawson, P. C., Reutzel, D. R., & Moore, S. A. (1995, December). Reading incentives: The effect of incentive paths on third-graders' decisions about reading. Paper presented at the National Reading Conference, New Orleans, LA.
  • Fawson, P. C. (1995, November). Parent involvement and reading. Workshop presentation at the College Reading Association annual meeting, Clearwater Beach, Florida.
  • Fawson, P. C. (1994, November). Providing incentives for reading: Looking at participant's expectations and program effects. Paper presented at the College Reading Association annual meeting, New Orleans, LA.
  • Fawson, P. C., & Fawson, C. (1994, May). Conditional philanthropy: A study of corporate sponsorship of reading incentive programs. Paper presented at the International Reading Association annual meeting, Toronto, Canada.
  • Fawson, P. C., & Moore, S. A. (1993, May). Motivating students' unconstrained reading: Challenging assumptions of elementary school reading incentive programs. Paper presented at the International Reading Association annual meeting, San Antonio, TX.
  • Fawson, P. C., & Moore, S. A. (1992, December). Motivating students' unconstrained reading: Challenging assumptions of elementary school reading incentive programs. Paper presented at the National Reading Conference annual meeting, San Antonio, Texas.
  • Fawson, P. C., & Moore, S. A. (1992, December). Reading incentive programs: Beliefs and practices. Paper presented at the National Reading Conference annual meeting, San Antonio, Texas.

Regional

  • Fawson, P. C. (2003, October). Supporting struggling high school readers. Invited session presentation at the Utah Council of the International Reading Association annual meeting, Salt Lake City, Utah
  • Fawson, P. C. (2002, July). Supporting high school readers: Teacher knowledge and student performance. Session presentation at the Utah Rural Schools Conference, Cedar City, Utah.
  • Fawson, P. C. (1995). Language routines for young learners: Creating and sustaining a daily instructional routine. Workshop presentation at the Rocky Mountain Regional International Reading Association meeting, Billings, Montana.
  • Fawson, P. C. (1992). Traveling tales: Parents and children sharing responsibility for writing. Presentation at the Arizona State University Reading Conference, Phoenix, Arizona.
  • Fawson, P. C. (1992). Parents as partners in education - The writing process. Presentation at the 1992 Arizona K-3 Conference, Phoenix, Arizona.
  • Fawson, P. C. (1991). Functional handwriting instruction: Making decisions about the future. Presentation at the National Social Science Association conference, Portland, Oregon.
  • Fawson, P. C. (1990). Using literature in the classroom: A literature webbing strategy lesson for predictable books. Presentation at the Reading Research Conference of the Washington Organization for Reading Development/International Reading Association, Tacoma, Washington.
  • Fawson, P. C. (1989). Whole language: Helping young children make sense of the language puzzle.” Presentation at the UCIRA Conference, Salt Lake City, Utah.
  • Fawson, P. C. (1988). Whole language instruction in first-grade. Presentation to graduate reading class at Brigham Young University, Provo, UT.
  • Fawson, P. C. (1987). Improving children's comprehension: Literature webbing and predictable books. Paper presented at the UCIRA convention, Salt Lake City, Utah.

Grants

  • Teacher Quality Research – Reading/Writing Grant (Co-Investigator). This is a three year funded project (2005-2008) to develop a teacher knowledge assessment tool for reading and writing ($926,810.65).
  • Early Reading First grant for the Puerto Rico Department of Education (co-author). This is a three year funded project (2003-2006) to improve the readiness of young children for reading success and to assist them in transitioning to kindergarten reading instruction ($3,267,456).
  • New Faculty Research Grant from Utah State University for 2003-2004 ($13,500) to study the quality of the knowledge and instructional decisions made by kindergarten and first grade teachers about beginning reading texts.
  • Capital equipment grant for purchasing eye-tracking hardware for use in literacy research, ($87,000) by Brigham Young University, 1996.
  • “The Effect of Reading Incentives on Third-Graders' Motivation to Read."” ($16,000) Research grant awarded Fall Semester, 1994, by the Brigham Young University College of Education.
  • “Developing an Early Reading Curriculum for Beginning Reading Students.” ($673) Central Washington University Extended University Programs, Share Fund project, 1990.
  • “In-service Training Grant for Development of Continuing Education Reading Course Content.” ($500) Central Washington University Extended University Programs, Share Fund project, 1991.

Editorial Boards

  • Associate Editor of Reading Research and Instruction, a professional, refereed publication of the College Reading Association, editorial term 1996 – 1999.
  • Member of The Reading Teacher editorial review board 2000 - 2004.
  • Member of Reading Research and Instruction editorial review board 2005 – Present.

Awards

  • Reading Partnership Recognition Award. Presented by Weber School District Superintendent, January, 2003.

University Courses Taught

Undergraduate

  • Beginning Reading
  • Reading and Linguistics
  • Reading Comprehension
  • Literacy History and Foundations
  • Reading Practicum
  • Reading and Decoding
  • Language Arts
  • Reading/Language Arts in the Primary Grades
  • Reading/Language Arts in the Intermediate Grades

Graduate

  • Research in Reading
  • Reading and Linguistics
  • Methods and Materials in Reading
  • Organization and Administration of Reading Programs
  • The Psychology and Physiology of Reading
  • Theoretical Models of Reading
  • Emergent Literacy
  • Issues and Trends in Reading
  • Oral Language Development
  • Reading Assessment and Intervention
  • Intermediate Design, Measurement, and Analysis

Upcoming Deadlines

  • October 1
    Apply to the Teacher Education Program

  • October 1
    Apply for Student Teaching