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Annemarie Sullivan Palincsar

Ann L. Brown Distinguished University Professor Emerita


610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Annemarie Sullivan Palincsar, Ann L Brown Distinguished University Professor Emerita of Education, Arthur F Thurnau Professor Emerita and Professor Emerita of Education, retired from the Marsal School's Educational Studies faculty in 2021.

Annemarie Sullivan Palincsar spent her career as teacher educator and as an instructional researcher studying teaching and learning in K-8 classrooms, typically collaborating closely with classroom teachers. She had a particular interest is in supporting students to learn how to engage in sense making and knowledge building with multi-modal texts especially in the context of project-based scientific inquiry. Annemarie served as a member of: the National Academy’s Research Council on the Prevention of Reading Difficulty in Young Children, the OERI/RAND Reading Study Group, the National Research Council’s Panel on Teacher Preparation, the International Reading Association’s Literacy Research Panel and the National Advisory Board to Children's Television Workshop. She was co-editor of the journal Cognition and Instruction and a co-author of How People Learn (vol. 2). She is a member of the National Academy of Education.


Number Course Name Location Days
EDUC 501
Literacy Curriculum, Instruction and Assessment: Primary / Elementary

Focuses on the child in her or his own varying life contexts, including home, school, clinic, and community. Studies the ways individual children who are experiencing literacy problems understand and express their knowledge of literacy within and across these contexts. Uses this portfolio of information in the design of effective interventions and assessments for young children in their classrooms.

EDUC 500
Foundations of Literacy

Prerequisites: Graduate standing.

Provides key theoretical underpinnings to research and instruction in literacy. Investigates current theories of reading/literacy and their historical roots as well as current trends in practice. Ties these trends in practice to the question: “What is typical and atypical development and how does context affect judgments about typicality and atypically?”

EDUC 403
Literacy 2: Development of Comprehension and Motivation PK-6

Addresses effective teaching of reading comprehension across PK-6. Focus is on the skills, strategies, knowledges, and motivations that support the development of reading comprehension, how to assess comprehension, and how to design and enact a range of instructional strategies and routines to support students in becoming skillful and engaged readers across subject areas.


Selected Publications

"Locating struggling readers in a reconfigured landscape: A conceptual review." 

Kucan, L. and Palincsar, A. S. (in press). To appear in M. Kamil, D. Pearson, P. Afflerbach, and E. Moje (Eds.), The Handbook of Reading Research (fifth edition). To be published by Taylor Francis.

"Teachers’ Specialized Knowledge for Supporting Student Comprehension in Text-Based Discussions."

Kucan, L., Hapgood, S. and Palincsar, A. S. (in press). To appear in Elementary School Journal.

"The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-Based Discussion." 

Kucan, L., Palincsar, A. S., Khasnabis, D., and Chang, C. (2009). Teaching and Teacher Education, 25, 415-423.

"The role of research, theory, and representation in the transformation of instructional research." 

Palincsar, A. S. (2007). National Reading Conference Yearbook, vol. 67, 41-52.

“Informed choices for struggling adolescent readers: A research based guide to principles and practices.”

Deshler, D., Palincsar, A. S., Biancarosa, G., and Naire, M. (2007). Newark, Delaware: International Reading Association.

"Research to practice: Designing hypermedia environment to support elementary teachers’ learning of robust comprehension instruction."

Palincsar, A. S., Spiro, R..J., Kucan, L., Magnusson, S. J., Collins, B., Hapgood, S., Ramchandran, A., and DeFrance, N. (2007). In D. McNamara (Ed.). Reading Strategies Handbook. Taylor Francis.

"Examining 'Expert Guidance' in the Context of Inquiry-based Science Teaching: Applying Lenses that Ann Brown Honed to the Study of Teachers’ Practice."

Palincsar, A. S., Hapgood, S., and Magnusson, S. J. (2007). To appear in J. C. Campione, K. Metz, and A. S. Palincsar (Eds.), Children's learning in the laboratory and in the classroom: Essays in honor of Ann Brown. Routledge.

"Literacy and the learning sciences."

Palincsar, A. S. and Ladewski, B. (2006). In K. Sawyer (Ed.), Handbook of the Learning Sciences (pp. 299-317). New York: Cambridge University Press.


The goal of this research is to investigate how project-based science instruction provides a context in which students can acquire and advance their knowledge and skills in oral and written language as they pursue questions that engage the students in developing their understanding of important scientific concepts.


Award Start Date
Jan 01, 2015
Award End Date
Dec 01, 2020
Award Start Date
Jan 12, 2011
Award End Date
Nov 01, 2011
Award Start Date
Jan 01, 2008
Award End Date
Dec 31, 2011
Award Start Date
Feb 01, 2003
Award End Date
Dec 31, 2005