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Patricia Scharer

Professor, Department of Teaching and Learning

Program Area: Reading and Literacy in Early and Middle Childhood Education

(614) 292-2480
scharer.1@osu.edu

Biography

Patricia L. Schareris professor of education and human ecology at The Ohio State University. She is actively involved in two literacy projects—Literacy Collaborative, a K-8 school reform model training on-site coaches to support teacher professional development, and Reading Recovery, a research-based intervention for first grade students experiencing difficulty learning to read and write. In 2004, Scharer collaborated with colleagues at both OSU and the University of Chicago to receive a $3,914,000 Federal Teacher Quality grant to study the impact of Literacy Collaborative professional development on both teachers and student’s literacy achievement. In October, 2010, Scharer and colleagues Jerry D’Agostino and Emily Rodgers, were awarded a $54 million federal i3 grant to scale-up Reading Recovery across the United States.

Scharer’s research interests include early literacy development, phonics and word study, and the role of children's literature to foster both literary development and literacy achievement. Her research has been published in Reading Research Quarterly, Research in the Teaching of English, Educational Leadership, Language Arts, The Reading Teacher, Reading Research and Instruction, Journal of Reading Recovery, Literacy Teaching & Learning, and the yearbooks of the National Reading Conference and the College Reading Association. 

Currently, she chairs the national Literacy Collaborative Trademark Committee and is conducting federally-funded research in partnership with University of Chicago, Lesley University and Stanford University.

Education

  • PhD, Reading, Literature & Language Arts, The Ohio State University, 1990
  • MA, Reading, The Ohio State University, 1987
  • BS, Elementary Education (cum laude), The Ohio State University, 1972

Honors

  • 2000 - Ohioana Library Association James P. Barry Award for Editorial Excellence
  • 1999 - Senior Faculty Researcher Award, Department of Teaching and Learning
  • 1995 - Outstanding Faculty Scholar of the Year Award, Lima Campus
  • 1993 - Received an Elva Knight Research Award sponsored by the International Reading Association
  • 1991 - Recipient of The Outstanding Dissertation of 1991 Award presented by the College Reading Association
  • 1991 - Finalist (one of eight) for NCTE Promising Researcher Award Competition sponsored by the National Council of Teacher of English

Selected Grants

  • D’Agostino, J, Rodgers, E., & Scharer, P.L. (2010). Reading Recovery: Scaling Up What Works. US Department of Education, Office of innovation and Improvement. Award No: GRT00020690, $45,593,146 (additional $9,148,663 in required matching funds).
  • Scharer, P.L., Padak, N., & Peck, J. (2006). The Ohio Literacy Alliance: A Cross-University Partnership. Funded by the Martha Holden Jennings Foundation, $103,314.
  • Scharer, P.L., Padak, N., & Peck, J. (2005). The Ohio Literacy Alliance: A Cross-University Partnership. Funded by the Martha Holden Jennings Foundation, $200,000.
  • Scharer, P.L., Padak, N., & Peck, J. (2004). The Ohio Literacy Alliance: A Cross-University Partnership. Funded by the Martha Holden Jennings Foundation, $200,000.
  • Bryk, A., Gomez, L., Scharer, P.L., Pinnell, G.S., & Rodgers, E. (2004). Can Literacy Professional Development be Improved with Web-Based Collaborative Learning Tools: A Randomized Field Trial. Funded federal Teacher Quality Grant 2004-2008. $3,914,000.
  • Scharer, P.L., Padak, N., & Peck, J. (2003). The Ohio Literacy Alliance: A Cross-University Partnership. Funded by the Martha Holden Jennings Foundation, $200,000.
  • Scharer, P.L., Wilkinson, I., & Zutell, J.B. (2001). Infusing technology into reading foundation courses. Funded by the OSU TETL Project, November, 2001, $10,000.
  • Scharer, P.L., Reed, M., Risko, G., & Thomson, B. (2001). Technology and preservice education. Funded by the OSU TETL Project, November, 2001, $20,000.
  • Scharer, P.L., Gibson, S., & Pinnell, G.S. (2000). The effects of KEEP Books distribution on kindergarten children’s reading behaviors in school and home contexts. Funded by The Ohio State University/Urban Schools Initiative, August, 2000, $54,147.

Selected Publications

Books

  • Askew, B., Pinnell, G.S., Scharer, P.L. (2014). Promising Literacy for Every Child: Reading Recovery and a Comprehensive Literacy System. Worthington, OH: Reading Recovery Council of North America.
  • Lehman, B.L., Freeman, E., & Scharer, P.L. (2010). Reading Globally, K-8: Connecting Students to the World through Literature. Thousand Oaks, CA: Corwin Press.
  • Scharer, P.L., & Pinnell, G.S. (Eds.) (2008). Guiding K-3 Writers to Independence: The New Essentials. Columbus, OH: Literacy Collaborative at The Ohio State University.
  • Pinnell, G.S., & Scharer, P.L. (Eds.) (2003). Teaching for comprehension in reading, grades K-2. New York: Scholastic.
  • Dahl, K., Scharer, P.L., Lawson, L., & Grogan, P. (2001). Rethinking phonics: Making the best teaching decisions. Portsmouth, NH: Heinemann.

Book Chapters

  • Scharer, P.L., & Zutell.J. (2012). The development of spelling. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of research in early childhood literacy. London: Sage.
  • Freeman, E., Lehman, B., & Scharer, P.L. (2007). Global Perspectives: The Challenges and Opportunities of International Children’s Literature. In N. Hadaway (Ed.), Celebrating Diverse Perspectives through the Notable Books for a Global Society. Newark, DE: International Reading Association.
  • Scharer, P.L., & Zutell.J. (2003). The development of spelling. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of research in early childhood literacy. London: Sage.
  • Scharer, P.L., Desai, L, Williams, J., & Pinnell, G.S. (2003). Literacy Collaborative Research Report: A Multi-Year Analysis. Columbus, OH: Literacy Collaborative at The Ohio State University.
  • Scharer, P.L., Armstrong, K., Bushner, D., Pavonetti, L, Peterson, B., Yokota, J., & Young, T. (2003). 2002 Notable Children’s Books in the Language Arts. Language Arts, 80(4), 312-318.
  • Dahl, K., Scharer, P., Lawson, L., & Grogan, P. (2003). Phonics teaching and student achievement in whole language first grades. In J. Flood, D. Lapp, J. Jenson, & J. Squire (Eds.) Handbook of research on teaching English language arts (2nd Ed.).  (Reprint of article in Reading Research Quarterly, 34(3), 312-341.)
  • Scharer, P.L., Williams, J., & Pinnell, G.S. (2001). Literacy Collaborative 2001 Research Report. Columbus, OH: Literacy Collaborative at The Ohio State University.
  • Scharer, P.L. (2001). The literary path to comprehension: Writer’s craft and guided reading. In Pinnell, G.S., & Scharer, P.L. (Eds.) Extending our reach: Teaching for comprehension in reading, grades K-2. (pp. 52-62). Columbus, OH: Literacy Collaborative at The Ohio State University.

Refereed Articles

  • Scharer, P.L., Pinnell, G.S., & Bryk, A. (2008). Supporting Learning Through a Multi-Layered Professional Community: Making Change Work. Journal of Reading Recovery.
  • Scharer, P.L., Pinnell, G.S., Lyons, C., & Fountas, I. (2005). Becoming an Engaged Reader. Educational Leadership, 63(2), 24-29.
  • Gibson, S.A., & Scharer, P.L. (2001). “She can read them by herself!”: Parents and teachers respond to a kindergarten school-home literacy project. In J.V. Hoffman, D.L. Schallert, C.M. Fairbanks, J. Worthy, & B. Maloch (Eds) 50th Yearbook of the National Reading Conference (pp. 238-247). Chicago, IL:  National Reading Conference.
  • Scharer, P.L., Lehman, B., & Peters, D. (2001). Pondering the significance of big and little or saving the whales: Discussions of narrative and expository text in fourth- and fifth-grade classrooms. Reading Research and Instruction, 40(4), 297-314.
  • Dahl, K., Scharer, P., Lawson, L., & Grogan, P. (2000). Authors’ response to Stahl and Stahl. Reading Research Quarterly, 35(2), 200-201.
  • Dahl, K, & Scharer, P.L. (2000). Phonics teaching and learning in whole language classrooms: New evidence from research. The Reading Teacher, 53(7), 584-594.
  • Dahl, K, & Scharer, P.L. (2000). Enseignement et apprentissage des correspondances dans des classes de langage entier: nouvelles données fournies par la recherche. Reprint of Phonics teaching and learning in whole language classrooms: New evidence from research. The Reading Teacher, 53(7), 584-594, in Caractères: La Revue de l’Association belge pour la lecture (section francophone).
  • Scharer, P. (1999). Strength in numbers: Professional growth through a collaborative agenda. The New Advocate, 12(1), 69-79.
  • Dahl, K., Scharer, P., Lawson, L., & Grogan, P. (1999). Phonics teaching and student achievement in whole language first grades. Reading Research Quarterly,34(3), 312-341.
  • Scharer, P.L.  (1996-97). Chronicling the move from basal to literature-based instruction.  Journal of Children's Literature, 22(2), 42-46.
  • Gill, H.C., & Scharer, P.L.  (1996). Why do they get it on Friday and misspell in on Monday?  Teachers inquiring about their students as spellers. Language Arts, 73, 89-96.
  • Scharer, P.L., & Peters, D.S.  (1996). An exploration of literature discussions conducted by two teachers moving toward literature-based reading instruction.  Reading Research and Instruction, 36(1), 33-50.
  • Scharer, P.L.  (1996). On the learning of teaching: First days, first students, first teachers.  The Reading Teacher, 50(1), 63.
  • Lehman, B.A., & Scharer, P.L.  (1996). Reading alone, talking together:  The role of discussion in developing literary awareness.  The Reading Teacher, 50(1), 26-35. 
  • Scharer, P.L.  (1996). "Are We Supposed to be Asking Questions?"  Moving From Teacher-Directed to Student-Directed Book Discussions.  In D.J. Leu, C.K. Kinzer, & K.A. Hinchman (Eds.)  Literacies for the 21st Century:  Research and Practice (pp. 420-429).  Chicago, IL:  National Reading Conference.