People
McKeown, Margaret
Senior Scientist LRDCClinical Professor, School of Ed
PhD, Education, University of Pittsburgh, 1983
Contact:
743 LRDC
412-624-7068
412-624-9149
mckeown@pitt.edu
Summary:
My work involves applying theory and cognitive research to practical, current problems that classroom teachers and their students face. I have pursued two major lines of research: the study of vocabulary and its effects on reading comprehension and the study of students' comprehension from school texts.
The vocabulary work has included development and implementation of a vocabulary program and investigation of the effectiveness of dictionary definitions.
The work in comprehension has included the effect of textbook materials on young students’ comprehension, and the development of instructional approaches to help students actively construct meaning from what they read:
v Questioning the Author for intermediate and middle grades
v Text Talk, a read-aloud approach, for primary grades
Projects/Labs
Publications
- McKeown, M. G., & Beck, I. L. (in press). The role of metacognition in understanding and supporting reading comprehension. In D. J. Hacker, J. Dunlosky, & A. C. Graesser, (Eds.), Handbook of Metacognition in Education. The Educational Psychology Series, Robert Sternberg, (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates.
- McKeown, M. G., Beck, I. L., &. Blake, R. G. K. (2009). Rethinking Comprehension Instruction: Comparing Strategies and Content Instructional Approaches. Reading Research Quarterly, 44 (3), 218-253.
- McKeown, M. G., Beck, I. L., &. Blake, R. G. K. (2009). Reading comprehension: Focus on content or strategies? Perspectives (International Dyslexia Association), 35, (2), 28-32.
- Beck I. L., McKeown, M. G., & Kucan, L. (2008). Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples. NY: Guilford Publications, Inc.
- Beck, I. L., & McKeown, M. G., (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R. K. Wagner, A. Muse, & K. Tannenbaum, (Eds.), Vocabulary Acquisition: Implications for Reading Comprehension. (pp. 182-204). New York: Guilford Publications.
- Beck, I. L., & McKeown, M. G., (2007). Increasing Young Low Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction Elementary School Journal, 107 (3), 251-271.
- McKeown, M. G., & Beck, I. L. (2006). Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks’s Meta-analysis. In K. A. D. Stahl, & M. C. McKenna (Eds.), Reading Research at Work: Foundations of Effective Practice. (pp. 262-271). New York: Guilford Press.
- McKeown, M. G., & Beck, I. L. (2004). Transforming knowledge into professional development resources: Six teachers implement a model of teaching for understanding text. Elementary School Journal, 104 (5), 391-408.
- Beck, I. L., McKeown, M. G., & Kucan, L. (2003). Taking delight in words: Using oral language to build young children's vocabularies. American Educator, spring issue: Washington, DC: American Federation of Teachers.
- McKeown, M. G.& Beck, I. L. (2003). Direct and rich Vocabulary Instruction. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary Instruction: Research to Practice (pp. 13-27). New York: Guilford Press.
- Beck, I. L. & McKeown, M. G. (2002). Questioning the Author: Making sense of social studies. Educational Leadership, 60 (3), 44-47.
- Beck, I. L, McKeown, M. G, & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press
- Beck, I. L, McKeown, M. G, & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York: Guilford Press.
- McKeown, M. G., & Beck, I. L. (2001). Designing questions toward thinking and understanding rather than answers. Perspectives, 27 (2). 21-24.
- Beck I.L., & McKeown, M.G., (2001) Inviting students into the pursuit of meaning. Educational Psychology Review, 13(3) (Special Issue edited by A. Renninger and S. Wade), 225-241
- Beck I.L., & McKeown, M.G., (2001). Text Talk: Capturing the benefits of reading aloud for young children. The Reading Teacher, 55 (1), 10-19.
- McKeown, M. G., Beck, I. L., Hamilton, R., & Kucan, L. (1999). "Questioning the Author" Accessibles: Easy access resources for classroom challenges. Bothell, WA: The Wright Group.
- McKeown, M. G., & Beck, I. L. (1999). Getting the discussion started. Educational Leadership, 57 (3), 25-28.
- Sandora, C., Beck, I., & McKeown, M. (1999). A comparison of two discussion strategies on students' comprehension and interpretation of complex literature. Reading Psychology, 20 (3), 177-212.
- Goerss, B. L., Beck, I. L., & McKeown, M. G. (1999). Increasing Remedial Students' Ability to Derive Word Meaning from Context. Reading Psychology, 20 (2), 151-175.
- Beck, I. L., McKeown, M. G., Hamilton, R. L., & Kucan, L. (1998). Getting at the Meaning. Educational Leadership, 22(1,2), 66-71; 85.
- Beck, I. L., McKeown, M. G., Worthy, J., Sandora, C., & Kucan, L. (1996). Questioning the Author: A Year-long Classroom Implementation to Engage Students with Text. Elementary School Journal, 96.4, 385-414.
- Almasi, J. F., McKeown, M. G., & Beck, I. L. (1996). The nature of engaged reading in classroom discussions of literature. Journal of Literacy Research, 28.1, 107-146.
- Beck, I. L., McKeown, M. G., & Worthy, J. (1995). Giving a text voice can improve students' understanding. Reading Research Quarterly, 30.2, 220-238.
The 24 pubs in this view do not represent the faculty member's total body of work; consult the CV or researcher directly for others.
