Ian A. G. Wilkinson, Ph.D.

Professor

Contact Info

E-mail: wilkinson.70@osu.edu
Office: 236C Ramseyer
Phone: (614) 292-8716
Fax: (614) 292-4260

Mailing Address

29 W. Woodruff Ave.
Columbus, OH 43210-1177

Biographical Information

Dr. Ian Wilkinson is a Professor in the School of Teaching and Learning at The Ohio State University where he teaches courses in reading. He has a background in educational psychology and research interests in cognition, instruction, and research methodology, especially as they relate to the study of literacy. He is currently conducting research on the impact of classroom talk on students' reading comprehension. He was the Principal Investigator (with Karen Murphy and Anna Soter) on an Institute of Education Sciences funded project 'Group Discussions as a Mechanism for Promoting High-Level Comprehension of Text.' His work has appeared in publications such as Reading Research Quarterly, British Journal of Educational Psychology, American Educational Research Journal, Journal of Educational Psychology, The Elementary School Journal, Australian Journal of Reading, Reading Psychology, The Reading Teacher, Handbook of Reading Research (Volumes III and IV), Learning and Instruction, and Teaching and Teacher Education. He currently serves as Editor (with David Bloome) of Reading Research Quarterly.

Education

Ph.D., University of Illinois at Urbana-Champaign, USA
M.App.Psych., University of Queensland, Australia
M.A. (Qual.), University of Queensland, Australia
Dip.Psych. University of Queensland, Australia
B.Econ., James Cook University of North Queensland, Australia

Previous Appointments

Associate Professor, College of Education and Human Ecology, The Ohio State University, USA
Assistant Professor, College of Education, The Ohio State University, USA
Senior Lecturer, School of Education, University of Auckland, New Zealand
Lecturer, School of Education, University of Auckland, New Zealand
Visiting Assistant Professor, Center for the Study of Reading, University of Illinois Urbana-Champaign, USA

Recent Activities and Honors

Member of Editorial Board, International Journal of Educational Research, 2008-present.
Editor (with David Bloome), Reading Research Quarterly, 2006-present.
Dean's Distinguished Scholarship Award, College of Education, The Ohio State University, 2006.

Selected Grants

Group discussions as a mechanism for promoting high-level comprehension of text (with P. K. Murphy and A. O. Soter), US$786,372 from Institute of Education Sciences, U.S. Department of Education, 2002.
Learning to Teach Reading Through Service Learning (with P. Scharer and J. Zutell), US$7,000 from the Service-Learning Initiative, The Ohio State University, 2002.
Making sense of group discussions designed to promote literate thinking: A research synthesis, US$9000 (plus graduate associate tuition) from Office of Research, The Ohio State University, 2001.
Literature review of influence of peer effects on learning outcomes (with J. Hattie, J. Parr, M. Thrupp, M. Townsend), NZ$59,601 from Ministry of Education, New Zealand, 1999
Organising for instruction in whole language classrooms: A case study of grouping practices in New Zealand (with M. Townsend), US$5,000 Elva Knight Grant from International Reading Association, 1995.

Recent Publications

Wilkinson, I. A. G., Murphy, P. K. & Soter, A. (in preparation). Making sense of classroom discussions designed to promote literate thinking.
Wilkinson, I. A. G., & Nelson, K. (in press). Role of discussion in reading comprehension. In J. A. C. Hattie and E. M. Anderman (Eds.), International handbook of student achievement. NY: Routledge.
Wilkinson, I. A. G., Doepker, G., & Morbitt, D. (in press). Bringing service learning to scale in an undergraduate reading foundations course: A quasi-experimental study. Journal on Excellence in College Teaching.
Murphy, P. K., Wilkinson, I. A. G., & Soter, A. O. (2011). Instruction based on discussion. In R. E. Mayer and P. A. Alexander (Eds.), Handbook of research on learning and instruction. NY: Routledge.
Wilkinson. I. A. G., & Son. E. H. (2011). A dialogic turn in research on learning and teaching to comprehend. In M. L. Kamil, P. D. Pearson, E. Moje, and P. Afflerbach (Eds.), Handbook of reading research, Volume IV (pp. 359-387). NY: Routledge.
Wilkinson, I. A. G., Reninger, K. B., & Soter, A. O. (2010). Developing a professional development tool for assessing quality talk about text. Yearbook of the National Reading Conference, 59. Oak Creek, WI: National Reading Conference.
Reninger, K. B., & Wilkinson, I. A. G. (2010). Using discussions to promote striving readers' higher level comprehension of literary texts. In J. L. Collins and T. G. Gunning (Eds.), Building struggling students' higher level literacy: Practical ideas, powerful solutions (pp. 57-83). Newark, DE: International Reading Association.
Soter, A.O., Wilkinson, I.A.G., Connors, S., Murphy, P.K. & Shen, V. (2010). Deconstructing "aesthetic response" in small-group discussions about literature: A possible solution to the "aesthetic response" dilemma. English Education, 42, 204-225.
Wilkinson, I. A. G., Soter, A. O., & Murphy, P. K. (2010). Developing a model of Quality Talk about literary text. In M. G. McKeown and L. Kucan (Eds.), Bringing reading research to life (pp. 142-169).NY: Guilford Press.
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N. & Alexander, J. F. (2009). Examining the effects of classroom discussion on students' high-level comprehension of text: A meta-analysis. Journal of Educational Psychology, 101, 740-764.
Wilkinson, I.A.G. (2009). Discussion methods. In E.M. Anderman and L.H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 330-336). Detroit, MI: Gale/Cengage.
Wilkinson, I.A.G., & Hye Son, E. (2009). Questioning. In E.M. Anderman and L.H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 723-728). Detroit, MI: Gale/Cengage.
Soter, A. O., Wilkinson, I. A. G., Murphy, P. K., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal Educational Research, 47, 372-391.
Wilkinson, I. A. G., & Bloome, D. (2008). Editorial: Research as principled, pluralistic argument. Reading Research Quarterly, 43, 6-8.
Wilkinson, I. A. G., & Anderson, R. C. (2007). Teaching for learning: A summary. In G. Nuthall, The hidden lives of learners. Wellington, New Zealand: New Zealand Council for Educational Research.
Wilkinson, I. A. G., & Hamilton, R. J. (2003). Learning to read in composite (multigrade) classes in New Zealand: Teachers make the difference. Teaching and Teacher Education, 19, 221-235.
Le Fevre, D. M., Moore, D. W., & Wilkinson, I. A. G. (2003). Tape-assisted reciprocal teaching: Cognitive bootstrapping for poor decoders. British Journal of Educational Psychology, 73, 37-58.
Fung, I., Wilkinson, I.A.G., Moore, D.W. (2003). L1-assisted reciprocal teaching to improve ESL students' comprehension of English expository text. Learning and Instruction, 13, 1-31.
Wilkinson, I. A. G. (Ed.). (2002). Organization of schooling and peer influences on learning. International Journal of Educational Research (Special issue), 37 (5).
Wilkinson, I. A. G. (2002). Peer influences on learning: Where are they? International Journal of Educational Research (Special issue), 37, 395-401.
Wilkinson, I. A. G., & Fung, I. Y. Y. (2002). Small-group composition and peer effects. International Journal of Educational Research (Special issue), 37, 425-447.
Wilkinson, I. A. G., Parr, J. M., Fung, I. Y. Y., Hattie, J. A., & Townsend, M. A. R. (2002). Modeling and maximizing peer effects in school. International Journal of Educational Research (Special issue), 37, 521-535.
Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23-33.
Wilkinson, I. A. G., Freebody, P., & Elkins, J. (2000). Reading research in Australia and Aotearoa/New Zealand. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (Eds.), Handbook of reading research, Volume III (pp. 3-16). Mahwah, NJ: Erlbaum.

Courses

EDU T&L 925 Learning and Teaching Reading Comprehension
EDU T&L 925 Classroom Discourse and Student Learning
EDU T&L 925 Multiple Perspectives on Classroom Discussions that Foster High-Level Thinking and Comprehension of Text
EDU T&L 921 Guided Survey of Research in Reading
EDU T&L 918 Synthesizing Research in Reading and Literacy
EDU T&L 903 Teaching and Learning in Language, Literacy, and Culture
EDU T&L 828 Trends and Issues in Teaching Reading in the Elementary School
EDU T&L 727 Engaging Students in Discussions to Promote High-Level Comprehension of Text
EDU T&L 668 Reading Foundations

School of Teaching and Learning