G. Patricia Wilson, Ph.D.
College of Education
Office: USFSM B312
G. Pat Wilson, Ph.D. teaches graduate and undergraduate courses in literacy and instruction. Her research is in reading and composing processes: how children navigate and use signs from print and multi-modal text (books, Internet, drawings, gesture) to build understandings of their world. She has held various roles in education (special education teacher, reading specialist, elementary grade teacher, and district administrator) and has authored/coauthored articles published in The Kappan, Language Arts, English Education, Journal of Early Childhood Teacher Education, Literacy Teaching and Learning, Reading Teacher, and the Journal of Literacy Research, as well as coauthored chapters in edited books on topics in literacy and instruction.
Ph.D., University of New Hampshire
M.Ed., University of New Hampshire
B.S., Saint Joseph College
Selected Publications and Research
Arya, P., Wilson, G.P., & Martens, P. (2009). We-e-el-l or We�ll: Children negotiating orthographic features of A Letter to Amy. The Reading Teacher, 63(3), pp. 224�234
Larkin, E., & Wilson, G. P. (2009). Reading Bigs: An Intergenerational Literacy Mentoring Program. In J. C. Richards & C. A. Lassonde (Eds.), Evidence-based quality literacy tutoring programs: What works and why (pp. 21-33). Newark, DE: International Reading Association.
Wilson, G. P., Martens, P., Arya, P., Jin, L., (2007). The anatomy of retelling scores: What these scores do (and don�t) reveal about readers� understandings of texts. In D. Rowe, R. Jimenez, D. Compton, D. Dickinson, Y. Kim, K. Leander & V. Risko (Eds.), 56th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference, Inc.
Wiltz, N., & Wilson, G. P. (2006). An inquiry into children's reading in one urban school using SRA Reading Mastery. Journal of Literacy Research, 37(4), 493-528.
Arya, P., Martens, P., Wilson, G. P., Altwerger, B., Jin, L., Laster, B., et al. (2005). Reclaiming literacy instruction: Evidence in support of literature-based programs. Language Arts, 83(1), 63-72.
Wilson, G. P., Martens, P., & Arya, P. (2005). Accountability for reading and readers: What the numbers don't tell. The Reading Teacher, 58(7), 622-631.
Wilson, G. P., Wiltz, N., & Lang, D. (2005). The impact of Reading Mastery on children's learning. In B. Altwerger (Ed.), Reading for profit: How the bottom line leaves kids behind. Portsmouth, NH: Heinemann.
Wilson, G. P., Martens, P., Arya, P., & Altwerger, B. (2004). Readers, instruction, and the NRP. The Kappan, 86(3), 242-246.
Altwerger, B., Arya, P., Laster, B., Jin, L., Martens, P., Jordan, N., Wilson, G.P., Wiltz N. (2004). When research and mandates collide: The challenges and dilemmas of teacher education in the era of NCLB. English Education, 36(2), 119-133.
Wilson, G. P. (2003). Supporting young children's thinking through tableau. Language Arts, 80(5), 46-54.
Graduate courses: Teacher Research Methods in
Reading; Cognition, Comprehension, and Content Area Literacy;
Assessment in Literacy; Practicum in Reading; Literacy and
Technology; Reading Process; Writers and Writing; History and
Models of Reading; Issues in Vocabulary and Word Study
Undergraduate courses: Linking Assessment and Literacy; Reading Process and Instruction