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Ian Wilkinson

Professor, Department of Teaching and Learning

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

(614) 292-8716


Ian Wilkinson is Professor in the Department of Teaching and Learning at The Ohio State University. He has a background in educational psychology with special interests in cognition, instruction and research methodology especially as they relate to the study of literacy. Originally from Australia, he has lectured and conducted research in Australia, New Zealand and the United States. His research focuses on school and classroom contexts for literacy learning and the cognitive consequences for students. 

He is currently conducting research on the impact of classroom talk on students' reading comprehension and argument literacy and the implications for professional development of teachers, funded by the Institute of Education Sciences, U.S. Department of Education.

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, Reading Psychology, The Reading Teacher, Learning and Instruction, Teaching and Teacher Education, Language and Education, Handbook of Reading Research, Handbook of Research on Learning and Instruction, Sage Handbook of Learning and Handbook of Educational Psychology. He served as Co-Editor of Reading Research Quarterly from 2006-2012.

Link: Quality Talk


  • 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

Research Interests


  • Member of Editorial Board, Journal of Literacy Research, 2014-present.
  • Member of Editorial Board, Educational Psychologist, 2012-present.
  • Member of Editorial Board, International Journal of Educational Research, 2008-2012.
  • Co-Editor. Reading Research Quarterly, 2006-2012.
  • Member of Editorial Board, Journal of Intellectual & Developmental Disabilities, 1997-2004.
  • Member of Editorial Board, Reading Research Quarterly, 1996-2001.
  • Member of Editorial Board, Journal of Adolescent and Adult Literacy, 1998-2000.
  • Member of Editorial Board, National Reading Conference Yearbook, 1994-1997.
  • Member of Editorial Board, Center for the Study of Reading Technical Reports, 1983-1989, 1990-1991.


  • Learning and Teaching Reading Comprehension
  • Classroom Discourse and Student Learning
  • Multiple Perspectives on Classroom Discussions that Foster High-Level Thinking and Comprehension of Text
  • Guided Survey of Research in Reading
  • Synthesizing Research in Reading and Literacy
  • Teaching and Learning in Language, Literacy, and Culture
  • Trends and Issues in Teaching Reading
  • Engaging Students in Discussions to Promote High-Level Comprehension of Text
  • Reading Foundations
  • MA Capstone


  • Dean’s Distinguished Scholarship Award, College of Education, The Ohio State University, 2006.
  • Education Alumni Award for Outstanding Doctoral Student, University of Illinois at Urbana-Champaign, 1991.

Selected Grants

  • Dialogic teaching: Professional development in classroom discussion to improve students’ argument literacy (Co-PI: A. Reznitskaya), US$1,447,711 from Institute of Education Sciences, U.S. Department of Education, 2012.
  • Group discussions as a mechanism for promoting high-level comprehension of text (Co-PI: 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, 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, Ohio State University, 2001.
  • Completion of manuscripts on peer effects on learning, US$1,640 from Office of International Studies, Ohio State University, 2000.
  • Application of a multimedia information system to analysis of teaching and learning (with E. Heinrich), NZ$3,400 from NZ/USA Scientific and Technological Co-operative Science Program, Royal Society of New Zealand, 2000.
  • Literature review of influence of peer effects on learning outcomes (PI, Co-PI: J. Hattie, J. Parr, M. Thrupp, M. Townsend), NZ$59,601 from Ministry of Education, New Zealand, 1999.
  • Micro-analysis of small-group reading lessons using a multimedia information system, NZ$600 from Auckland University Research Committee, 1998.
  • Teaching and learning in composite classes, NZ$2,400 from Auckland University Research Committee, 1998.
  • Learning to read in small groups in New Zealand, NZ$15,250 from Auckland University Research Committee, 1996, 1997.
  • Organizing 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, NZ$2,000 from Auckland University Research Committee, 1995.
  • Multilevel analysis of New Zealand IEA reading literacy data, NZ$3,000 from Auckland University Research Committee, 1993, 1994.

Selected Publications

  • Lightner, S. & Wilkinson, I. A. G. (in press). Instructional frameworks for quality talk about text: Choosing the best approach. The Reading Teacher.
  • Wilkinson, I. A. G., Scott, J. A., Hiebert, E. H., & Anderson, R. C. (in press). Prologue: Becoming ‘Becoming a Nation of Readers.’ Journal of Education.
  • Parr, J., & Wilkinson, I. A. G. (2016). Widening the theoretical lens on talk and writing pedagogy. International Journal of Educational Research.
  • Wilkinson, I. A. G., Reznitskaya, A., Bourdage K., Oyler, J., Glina, M., Drewry, R., Kim, M-Y., & Nelson, K. (2016). Toward a more dialogic pedagogy: Changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and Education, DOI: 10.1080/09500782.2016.1230129
  • Wilkinson, I. A. G., & Gaffney, J. (2016). Literacy for schooling: Two-tiered scaffolding for learning and teaching. In L. Corno and E. Anderman (Eds.), Handbook of educational psychology (3rd. ed., pp. 229- 244). NY: Routledge.
  • Reznitskaya, A., & Wilkinson, I. A. G. (2015). Professional development in dialogic teaching: Helping teachers promote argument literacy. Sage Handbook of learning (pp. 219-232). Thousand Oaks, CA: Sage Publications.
  • Wilkinson, I. A. G., Murphy, P. K., & Binici, S. (2015). Dialogue-intensive pedagogies for promoting reading comprehension: What we know, what we need to know. In L. B. Resnick, C. A. Asterhan, and S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 35-48). Washington, DC: American Educational Research Association.
  • Wilkinson, I. A. G., & Nelson, K. (2013). Role of discussion in reading comprehension. In J. A. C. Hattie and E. M. Anderman (Eds.), International guide to student achievement (pp. 299-302).NY: Routledge.
  • Wilkinson, I. A. G., Doepker, G., & Morbitt, D. (2012). Bringing service learning to scale in an undergraduate reading foundations course: A quasi-experimental study. Journal on Excellence in College Teaching, 23, 93-122.
  • 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., 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.
  • 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.