Ian Wilkinson

Ian Wilkinson is Professor in the Department of Teaching and Learning at The Ohio State University. He is also Honorary Professor in the School of Curriculum and Pedagogy at the University of Auckland, Aotearoa/New Zealand. 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. He was inducted into the international Reading Hall of Fame in 2021.

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 has conducted 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. As part of his federally funded work, in collaboration with colleagues, he developed ‘Quality Talk’—a general approach to conducting classroom discussions to promote students’ high-level comprehension of text. 

Ian’s 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. His most recent book, co-authored with Kristin Bourdage, is entitled Quality talk about text: Discussion practices for talking and thinking about text.

Links: 

• Quality Talk
• Research Gate
• Reading Hall of Fame
• University of Auckland
• Psychological Studies in Education and Social Work
  

• 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

• Curriculum and Instruction
• Educational Psychology
  • Argumentation
  • Classroom dialogue
  • Dialogic teaching
  • Discussion
  • Group and classroom processes
  • Research methods
• Educational Statistics and Research Methods
• Elementary Education and Teaching
• Literacy
  • Classroom contexts for literacy learning
  • Literacy learning and teaching
  • Reading
  • Reading comprehension
• Reading Teacher Education

• Section Editor, Learning, Cognition and Human Development, International Encyclopedia of Education, 2019-2022
• Editor, Reading Research Quarterly, 2006-2012
• Member of Editorial Board, Australian Journal of Language and Literacy, 2018-present
• Member of Editorial Board, Journal of Literacy Research, 2014-present
• Member of Editorial Board, Educational Psychologist, 2012-2016
• Member of Editorial Board, International Journal of Educational Research, 2008-2012
• 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
• Member, Psychological Studies in Education and Social Work, University of Auckland
• Member, Auckland Dialogic Education Network

• Member of Reading Hall of Fame, 2021
• 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.

• 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.

Journal Articles

• Chen, J., Lin, T-J., Wilkinson, I. A. G., Ha, S. Y., Paul, N. (2023). Linkages between cognitive and social dialogue patterns during collaborative small-group discussions. Learning and Instruction, 87.
• Wilkinson, I. A. G., Reznitskaya, A., & D’Agostino, J. (2023). Professional development in classroom discussion to improve argumentation: Teacher and student outcomes. Learning and Instruction, 85.
• Backman, Y., Reznitskaya, A., Gardelli, V., & Wilkinson, I. A. G. (2023). Beyond structure: Using the Rational Force Model to assess argumentative writing. Written Communication.
• Reznitskaya, A., & Wilkinson, I. A. G. (2021). The Argumentation Rating Tool: Assessing and supporting teacher facilitation and student argumentation during text-based discussion. Teaching and Teacher Education, 106.
• Wilkinson, I. A. G. (2020). Talking to learn 2.0. Journal of Reading Recovery, 20(1), 33-48
• Reznitskaya, A., Wilkinson, I. A. G. (2019). Measuring production and comprehension of written arguments in upper-elementary grades. Studia Paedagogica, 24(4), 63-84.
• Harmey, S., & Wilkinson, I. A. G. (2019). A critical review of the logics of inquiry in studies of early writing development. Journal of Writing Research, 11(1), 41-78.
• Kim, M-Y, & Wilkinson, I. A. G. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86.
• Wilkinson, I. A. G., & Staley, B.  (2019): On the pitfalls and promises of using mixed methods in literacy research: Perceptions of reviewers, Research Papers in Education, 34(1), 61-83.
• Wilkinson, I. A. G. , & Reznitskaya, A. (2018). In search of the most reasonable answer. School Library Connection. Retrieved from http://schoollibraryconnection.com/Home/
• Brownfield. K., & Wilkinson, I. A. G.  (2018). Examining the impact of scaffolding on literacy learning: A critical examination of research and guidelines to advance inquiry. International Journal of Educational Research, 90, 177-190.
• Reznitskaya, A., Wilkinson, I. A. G. (2017) Truth matters: Teaching young students to search for the most reasonable answer. Phi Delta Kappan, 99(4), 33-38.
• Lightner, S.C., & Wilkinson, I.A.G. (2017). Instructional frameworks for quality talk about text: Choosing the best approach.  The Reading Teacher, 70(4), 435–444.
• Wilkinson, I. A. G., Reznitskaya, A., Reninger, K., Oyler, J., Glina, M., Drewry, R., Kim, M-Y., & Nelson, K. (2017). Toward a more dialogic pedagogy: Changing teachers’ beliefs and practices through professional development in language arts classrooms. Language and Education, 31(1), 65-82.
• Wilkinson, I. A. G., Scott, J. A., Hiebert, E. H., & Anderson, R. C. (2016). Prologue: Becoming ‘Becoming a Nation of Readers.’ Journal of Education, 3, 1-5.
• Parr, J., & Wilkinson, I. A. G. (2016). Widening the theoretical lens on talk and writing pedagogy. International Journal of Educational Research, 80, 217-225.

Books

• Wilkinson, I. A. G., & Parr, J. M. (2022) (Eds.). Learning, cognition, and human development (Vol. 6). In R. Tierney, F. Rizvi, and K. Ercikan (Eds.) International encyclopedia of education (4th ed.). Elsevier.
• Wilkinson, I. A. G., & Bourdage, K. (2022). Quality talk about text: Discussion practices for talking and thinking about text. Heinemann. 
• Reznitskaya, A., & Wilkinson, I. A. G. (2017). The most reasonable answer: Helping students build better arguments together. Harvard Education Press.
• Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Center for the Study of Reading; National Institute of Education, US Department of Education.

Chapters

• Reznitskaya, A. & Wilkinson, I. A. G. (2021). How best to argue? Examining the role of talk in learning from a sociocultural perspective. In R. Duncan and C. Chinn (Eds.) International handbook of inquiry and learning (204-220). Abingdon, United Kingdom: Routledge.
• Wilkinson, I. A. G., Soter, A., Murphy, P. K., & Lightner, S. (2020). Dialogue-intensive pedagogies  for promoting literate thinking. In N. Mercer, R. Wegerif, and L. Major (Eds.), The Routledge international handbook of research on dialogic education (pp. 320-335). Routledge.
• Reznitskaya, A. & Wilkinson, I. A. G. (2020). Designing professional development to support teachers’ facilitation of argumentation. In N. Mercer, R. Wegerif, and L. Major (Eds.), The Routledge international handbook of research on dialogic education (pp. 254-268). Routledge.
• Wilkinson, I. A. G., & Nelson, K. (2020). Role of discussion in reading comprehension. In J. A. C. Hattie and E. M. Anderman (Eds.), Visible learning guide to student achievement (pp. 231-237). Routledge.
• Reznitskaya, A., & Wilkinson, I. A. G. (2019). Supporting teacher learning and use of inquiry dialogue with the argumentation rating tool. In R. M. Gillies (Ed.), Promoting academic talk in schools: Global practices ad perspectives. Routledge.
• Reznitskaya, A., Wilkinson, I. A. G., & Oyler, J. (2018). Supporting teachers’ spontaneous use of talk moves during inquiry dialogue. In E. Manalo, Y. Uesaka, and C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 310-324). Routledge.
• Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., & Firetto, C. M. (2016). Instruction based on discussion. In R. E. Mayer and P. A. Alexander (Eds.), Handbook of research on learning and instruction (2nd. ed.). Routledge.
• 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). Routledge.
• Reznitskaya, A., & Wilkinson, I. A. G. (2015). Positively transforming classroom practice through dialogic teaching. In S. Joseph (Ed.), Positive psychology in practice (pp. 279-296). Wiley.
• Reznitskaya, A., & Wilkinson, I. A. G. (2015). Professional development in dialogic teaching: Helping teachers promote argument literacy. SAGE Handbook of learning (pp. 219-232). 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). American Educational Research Association.