VITA
Victoria Purcell-Gates (Office)
517-432-4840
304 Erickson Hall (Home)
517-622-5360
Department of Teacher
Education (Fax) 517-622-0651
Michigan State
University (email)
vpgates@msu.edu
East Lansing, MI 48824
EDUCATION:
University of
California/ 1986 Ph.D.
in Education/
Berkeley Language
& Literacy
1980 M.A.
in Language & Literacy
Northern Arizona
University 1966 B.S.
in English Education
PROFESSIONAL
EXPERIENCE:
University/College:
Michigan State
University 1999- Professor
Courses:
Literacy Masters Capstone Course
Adult, Family, & Community Literacy: Doctoral Seminar
Issues
in Literacy Research: Doctoral
Seminar
2000-2001
Coordinator,
Literacy Masters Program
Harvard University 1991-1999 Associate
Professor
Graduate School of Education
Director, Language
& Literacy Program
Advisory Board for Risk and Prevention Program
Courses:
Theory & Practice of Literacy
Problems: Assessment &
Instruction
Advanced Seminar on Literacy Research
Comprehension of Text
University of Cincinnati 1986-1991 Assistant
Professor
1990-1991 Coordinator,
Graduate Literacy Program
1986-1991 Director,
Manney Literacy Center
Established and directed center for children needing help in reading/writing
Courses:
Teaching Reading in the Elementary School
I&II (Undergraduate)
Linguistics (Undergraduate)
Diagnosis and Remediation of Reading Problems
(Graduate Sequence)
Emergent Literacy (Graduate)
Discourse Analysis (Graduate)
University of
California/ 1989 Whole
Language Learning in
Berkeley Classroom Settings (Graduate and Open Enrollment for Summer School for Teachers)
1985-86 Program Coordinator: Reading Disabilities M.A. Program
1985 Instructor: ELL 246. Diagnosis and Treatment of Reading Problems (Graduate)
1982 Instructor:
Ed. 134. Elementary Reading Methods (Graduate)
University of
California/ 1975-79 Instructor
of Reading Methods courses
St. Mary's College 1974-75 Instructor
for 4 courses on diagnosis
Moraga, CA for
teachers
Editorial:
University of
California/ 1983-85 Editorial
Assistant to Research in
Berkeley the
Teaching of English, journal published by National Council of Teachers of
English
Public School:
Mt. Diablo Unified
School District 1968-74 Teacher
grades 7-8
Concord, CA English
Remedial
Reading; Learning Disabled
Hawaii Public Schools 1966-67 Teacher
grades 9-12
Honolulu, HI Journalism
PUBLICATIONS:
Books:
Purcell-Gates,
V. & Waterman, R. (2000). Now we read, we see, we speak: Portrait of
Literacy Development in a Freirean-Based Adult Class. Mahwah, NJ: Lawrence
Erlbaum.
Purcell-Gates,
V. (1995). Other people's words: The cycle of low literacy. Harvard
University Press.
Sherman,
B., DeLawter, J., Gates, V.P., Taylor, J. (1976). A guide for staff
development in reading: Applying principles of psycholinguistics. San
Francisco: Project PEARL: Far West Laboratory for Educational Research.
Sherman,
B., DeLawter, J., Gates, V.P., Taylor, J. (1976). A guide for reading
teachers: Applying principles of psycholinguistics. San Francisco: Project
PEARL: Far West Laboratory for Educational Research.
Book Chapters:
Encyclopedia. New York: ABC Publishers.
Purcell-Gates,
V. (2001). What we know about readers who struggle (pp. 118-128). In R. Flippo
(Ed.), Reading researchers in
search of common ground. Newark, NJ: International Reading Association.
Purcell-Gates,
V. (2001). Comprehension of text: The reader-text relationship. In (J. Many, Ed.), Instructional
practices for literacy teacher-educators (pp. 31-38). Mahwah, NJ:
Erlbaum.
Purcell-Gates,
V. (2000). Family literacy: A research review. Handbook of Reading Research,
vol. 3. New York: NY: Erlbaum.
Purcell-Gates,
V. (1998). Growing successful readers: Homes, communities, and schools. In F.
Lehr & J. Osborn (Eds.), Literacy for all: Issues for teaching and
learning. New York, NY: Guilford Publications.
Purcell-Gates,
V. (1996). Process teaching with direct instruction and feedback in a
university-based clinic. In E. McIntyre & M. Pressley (Eds.), Balanced
instruction: Strategies and skills in whole language (pp.107-128). Norwood,
MA: Christopher-Gordon.
Purcell-Gates,
V. (1995). Relationships between parental literacy skills and functional uses
of print and children's ability to learn literacy skills. In L. Morrow (Ed), Family
literacy: A survey of the field for teachers, parents, and policy makers.
Newark, DE: International Reading Association.
Dahl,
K. & Purcell-Gates, V. (1995). Ways that inner-city children make sense of
traditional reading and writing instruction in the early grades. In C. Boston
(Ed.), (Field Initiated Studies Anthology). Washington, D.C.: U.S.
Department of Education.
Purcell-Gates,
V. (1995). Becoming members of an interpretive community. In J. Flood & J.
Langer (Eds.), Literacy instruction: Practice and policy (pp.53-70). New
York: Scholastic.
Purcell-Gates,
V. (1994). I ain't never read my own words before. In M.C. Radenicich
(Ed.), Adult literacy: A compendium of articles from the Journal of Reading
(pp. 236-237). Newark, DE: International Reading Association.
Purcell-Gates,
V. (1994). Nonliterate homes and emergent literacy. In D. Lancy (Ed.), Children's
emergent literacy: From research to practice. Praeger Press.
Purcell-Gates,
V. & Salinger, T. (1991). Access to literacy for young children. In K.
Borman (Ed.), Contemporary issues in U.S. education (pp. 128-147).
Norwood, NJ: Ablex.
Langer,
J. & Purcell-Gates, V. (1985). Background knowledge and reading
comprehension: Helping students use what they know. In T.L. Harris & E.J.
Cooper (Eds.), Reading, thinking and concept development. New York: The
College Board.
Gates,
V.P., Taylor, J., Prall, B., Prall, G. (1979). Language experience for teachers.
In R. Shafer (Ed.), Applied linguistics and reading. Urbana, IL: International
Reading Association.
Gates,
V.L. (1973). Organizing a seventh grade reading class based on psycholinguistic
insights. In K.S. Goodman (Ed.), Miscue analysis: Applications to reading
instruction. Urbana, IL: ERIC.
Peer-Reviewed
Journals:
Purcell-Gates, V., Degener, S., & Jacobson, E. (in press). Impact of authentic literacy on adult
literacy practices. Reading Research
Quarterly.
Purcell-Gates, V., Degener, S., & Jacobson, E. (in press). Adult
literacy instruction: Degrees of authenticity and collaboration as described
by practitioners. Journal of Literacy
Purcell-Gates,
V. (2000, July). The role of qualitative and ethnographic research in
educational policy. Reading Online, 4(1). Available:
http://readingonline.org/articles/purcell-gates/
Purcell-Gates,
V. (1996). Stories, coupons, and the TV guide: Relationships between home
literacy experiences and emergent literacy knowledge. Reading Research
Quarterly, 31, 406-428.
Purcell-Gates,
V., McIntyre, E., & Freppon, P. (1995). Learning written storybook language
in school: A comparison of low-ses children in skill-based and whole language
classrooms. American Educational Research Journal, 30, 659-685.
Purcell-Gates,
V., L'Allier, S., & Smith, D. (1995). Literacy at the Hart's and the
Larsen's. Reading Teacher, 48, 572-579.
Purcell-Gates,
V. (1993). I ain't never read my own words before. Journal of Reading,
37, 210-220.
Purcell-Gates,
V. (1992). Roots of response. Journal of Narrative and Life History, 2, 151-162.
Purcell-Gates,
V. (1991). Ability of well-read-to kindergartners to decontextualize/
recontextualize experience into a written-narrative register. Language and
Education: An International Journal, 5, 177-188.
Purcell-Gates,
V. (1991). On the outside looking in: A study of remedial readers'
meaning-making while reading literature.
JRB: A Journal of Literacy, 23, 235-253.
Purcell-Gates,
V. & Dahl, K. (1991) Low-SES children's success and failure at early
literacy learning in skills-based classrooms. JRB: A Journal of Literacy,
23, 1-34.
Purcell-Gates,
V. (1990). Can early reading achievement be predicted with traditional learning
disabilities tests? A case study. Early Childhood Research Quarterly, 5,
513-535.
Purcell-Gates,
V. (1989). Fairy tales in the clinic: Children seek
their own meanings. Children's Literature in Education, 20 (4),
249-254.
Purcell-Gates,
V. (1989). What research into oral/written language differences can tell us
about beginning reading and writing instruction. Reading Teacher, 42
(4), 290-295.
Purcell-Gates,
V. (1988). Lexical and syntactic knowledge of written narrative held by
well-read-to kindergartners and second
graders. Research in the Teaching of English, 22 (2), 128-160.
Peer-Reviewed
Conference Yearbooks:
Purcell-Gates,
V. (1989) Written language knowledge held by low-SES, inner city children
entering kindergarten. In S. McCormick & J. Zutell (Eds.), Cognitive and
social perspectives for literacy research and instruction (pp. 95-106).
Chicago, IL: National Reading Conference.
Purcell-Gates,
V. (1986). Three levels of understanding about written language acquired by
young children prior to formal instruction. In J. Niles & R. Lalik (Eds.), Solving
problems in literacy: Learners, teachers & researchers. Rochester, NY:
National Reading Conference.
Solicited Journals:
Purcell-Gates, V., Degener, S., Jacobson, E., & Soler, M. (in press). Taking literacy skills home.
Focus
on Basics.
Purcell-Gates,
V. (2000). What will be the social implications and interactions of schooling
in the next millennium? Reading
Research Quarterly, 35 (421-422).
McGee,
L.M. & Purcell-Gates, V. (1997). Conversations: "So what's going on in
research on emergent literacy?" Reading Research Quarterly, 32,
310-318.
Purcell-Gates,
V. (1995). Focus on Research: Language arts research for the 21st century: A
diversity of perspectives among researchers. Language Arts, 72,
56-60.
Purcell-Gates,
V. (1993). Focus on Research: Issues for family literacy research: Voices from
the trenches. Language Arts, 70, 670-677.
Purcell-Gates,
V. (1993). [Review of S.A. Wolf & S.B. Heath (1992). The braid of
literature: Children's worlds ofreading] JRB: A Journal of Literacy,
25, 236-238.
Purcell-Gates,
V. (1993). Focus on research: Complexity and gender. Language Arts, 70,
50-53.
Purcell-Gates,
V. (1988). [Review of Metalinguistic Awareness and Beginning Literacy]. Linguistics
and Education, 1 (1), 101-104.
Final Reports:
Purcell-Gates,
V., Degener, S., Jacobson, E., & Soler, M. (November, 2000). Affecting
change in literacy practices of adult learners: Impact of two dimensions of
instruction. ( NCSALL Report #17).
Boston, MA: The National Center for the Study of Adult Learning and
Literacy.
Purcell-Gates,
V., Degener, S., & Jacobson, E. (May, 1998). U.S. adult literacy program
practice: A typology across dimensions of life-contextualized/decontextualized
and dialogic/monologic. (NCSALL Report #2). Boston, MA: The National Center
for the Study of Adult Learning and Literacy.
Purcell-Gates,
V. (1994). Relationships between parental literacy skills and functional
uses of print and children's ability to learn literacy skills. Final report
to the National Institute for literacy. Grant No. X257A20223.
Purcell-Gates,
V. (1990). On the outside looking in: A study of remedial readers'
meaning-making while reading literature. Center for the Learning
& Teaching of Literature, University of Albany, State University of New
York.
Dahl,
K., Purcell-Gates, V. & McIntyre, E. (1989). An investigation of the
ways low-SES learners make sense of instruction in reading and writing in the
early grades. Final report to the U.S. Department of Education, Office of
Educational Research and Information. (Grant No. G008720229).
GRANTS:
Explicit Explanation of Science Genre Features in Elementary Classrooms: Does it Facilitate Development? Funded by Interdepartmental Education Research Initiative (IERI) and the National Science Foundation. 2000-2003.
Amount: $896,000.
Explicit Explanation of Science Genre Features in Elementary Classrooms: Does it Facilitate Development? Funded by Center for Investigation of Early Reading Achievement (CIERA). 2000-2003
Amount: $15,000
Literacy Practices of
Adult Learners. 1996-2001. Funded
as part of the OERI National Center for the Study of Adult Learning and
Literacy.
Amount: $440,373.
A Freirean Literacy
Project in El Salvador. 1994-1995
& 1995-1996. Funded by Harvard Graduate School of Education Faculty,
Research and Innovation Fund.
Amount: $5000 &
$5000
Relationships Between
Parental Literacy Skills and Functional Uses of Print and Children's Ability to
Learn Literacy Skills.
1993-1994. Funded by
National Institute for Literacy, Washington, D.C.
Amount: $87,845
Case Study of a
Nonliterate Mother and Son Learning to Read and Write. 1992. Funded by the Harvard Graduate
School of Education Faculty Research and Innovation Fund.
Amount: $1,200
Case Study of a
Nonliterate Mother and Son Learning to Read and Write. 1989-1990. Funded by the
Center for Research on Literacy and Schooling, University of Cincinnati,
Cincinnati, Ohio.
Amount: $1,000
Study of Remedial Readers'
Meaning-Making while Reading Literature. 1989. Funded by the Center for the
Learning & Teaching of Literature, University of Albany, State University
of New York.
Amount: $2,000
An Investigation of the
Ways Low-SES Urban Children Make Sense of Instruction in Reading and Writing in
the Early Grades. 1987-1989. Funded by O.E.R.I.
Amount: $69,000
AWARDS:
University of Louisville
Grawemeyer Award in Education. For originality, creativity, feasibility and
scope of potential applicability of ideas that help make the world a better
place. Award given for Other People’s Words: The Cycle of Low Literacy
(Harvard University Press, 1995). $150,000. 1996.
Summer Stipend Award by
National Endowment for the Humanities, Washington, D.C. $4,000. 1993.
Most Promising
Researcher. Awarded by the National Council of Teachers of English. 1987.
Finalist in the
Outstanding Dissertation of the Year Award competition. Awarded by the International Reading
Association. 1987.
Outstanding Doctoral
Dissertation for 1985-1987 in Phi Delta Kappa District II. Awarded by Phi Delta
Kappa on Evaluation, Development and Research. 1987.
PROFESSIONAL
ACTIVITY/SERVICE:
National Reading Conference 2000-2002 Board of Directors (Elected)
National Reading
Conference Yearbook 2000- Board
of Advisors
National Conference on
Research in 2000- Chair
of Research
Language & Literacy
(NCRLL)
American Educational 2000-2001 Program Chair for 2001 Annual
Research Association Conference
International Reading
Association 2000-2002 Chair,
Studies and Research Committee
Review of Educational
Research 2000
- Guest
Reviewer
Child Development 2000
- Guest
Reviewer
Literacy Teaching and
Learning: 1998- Editorial
Review Board
An International
Journal of Early
National Reading Conference 1998-1999 Committee
Member, Early Career Award Committee
Subcommittee
Chair, Ad Hoc Response Committee Re Federal Initiatives and Literacy
International Reading Association 1989-99 Committee
Member, Grants Subcommittee
American Educational 1995 Reader/Judge,
Division C, Outstanding
Research Association Student
Researcher Award
National Conference of 1995-97 Chair
Teachers of English 1995 Committee
Member
Most Promising Researcher
Committee
International Reading Association 1995 National
Standards Project Representative for Collaborative Panel with National Council
of Teachers of English
National Endowment for 1994 Panel
Reviewer for Summer Stipend
the Humanities Competition
American Educational 1994- Proposal
Reviewer
Research Association
Reading Research
Quarterly 1994- Editorial
Board
Reading Research
Quarterly; 1993-94 Member,
Editor Search Committee
International Reading
Association
National Council of Teachers of English 1993-96 Member,
Standing Committee on Research
Spencer Foundation 1993- Research
Proposal Reviewer
Albert J. Harris Award 1993-94
Chair
Committee: Standing
Committee 1992-93 Chair
of the International
Reading 1990-92 Member
Association
Field Council for
National 1992-94 Member
Reading Conference
Yearbook of the 1989- Reviewer
National Reading
Conference
Language Arts 1992-97 Editor
of Research Department: "Focus on Research"
1989-92 Editorial
Board
American Educational 1992 Guest
Reviewer
Research Journal
JRB: A Journal of
Literacy 1991-92 Editorial
Board
1994- Guest
Reviewer
Center for the Study of 1989-95 Executive
Review Board
Writing. University of
California, Berkeley
&
Carnegie Mellon
University.
Funded by O.E.R.I.
Research in the
Teaching 1984- Guest
Reviewer
of English
Educational
Foundations 1987- Guest
Reviewer
Reading Teacher;
Themed 1988 Guest
Reviewer
Issue on Whole Language
National Council of
Teachers 1989-90 Committee
Member, Early Childhood
of English Testing/Screening
Committee; Ad Hoc Committee
National Reading Conference 1988- Proposal
Reviewer for Annual Conference
MEDIA APPEARANCES:
Head Start
Teleconference 1999 Lecturer
& Discussant for Head Start
Michigan State
University Practitioners
in 6 Midwestern states
MCET: What the Experts 1999 Guest
Appearance for one-hour
Say; Host: Rona Flippo show
on struggling readers
MCET: Literacy and
Diversity 1999 Guest
Appearance for one-hour
SELECTED
PRESENTATIONS:
Invited:
Family Literacy Conference