Sharon M. Peck PhD.

Associate Professor
South Hall 227C
585-245-5072
peck@geneseo.edu

Dr. Peck has been a member of the Geneseo faculty since 2000.

Visit Sharon M. Peck's web page.

Dr. Peck working with a child.

Office Hours

Curriculum Vitae

Education

  • University at Albany 2000

  • University at Albany 1994

  • SUNY Plattsburgh 1992

Employment

  • Urban Literacy Clinics: Dr. Peck offers CURR 513 our literacy clinical practicum with urban partners including The Community Place of Greater Rochester and The Horizons Program at The Harley School

  • Dr. Peck is active with school partnerships, community partnerships and providing inservice programs for the Rochester City School District.

Affiliations

  • North East Regional Director, Puppeteers of America

  • Reviewer, Auditor, NCATE/IRA

  • Reviewer: The Reading Teacher, Journal of Literacy Research, Networks

  • League for Advancement of New England Storytelling

Publications

  • Peck, S.M. (2010) Lessons from an award winning urban elementary school. The Reading Teacher, International Reading Association. 65 (5) pp.394-403.

  • Peck, S.M. (2010) Puppetry on Broadway: Recognizing the Tradition, chapter in Encyclopedia of Broadway and American Culture, Thomas Greenfield (Ed.), Greenwood Publishing.

  • Peck, S.M. (2009) Preparing Literacy Teachers to Meet the Needs of Diverse Students: Lessons from Urban Literacy Clinics Chapter in: Evidence-Based Quality Literacy Tutoring Programs: What Works and Why, Janet Richards and Cynthia Lassonde, Editors , International Reading Association, Newark,DE.

  • Pitcher, S., Albright, L.K., DeLaney, C.J., Walker, N.T.,Seunarinesingh, K., Mogge, S. Headley, K.N., Victoria Gentry Ridgeway, V., Peck, S.M., Hunt, R., Dunston, P.J. (2007) Assessing Adolescents’ Motivation to Read. Journal of Literacy Research v50 n5 p378-396.

  • Peck, S. M., Virkler, A., (2006) Reading in the Shadows: Extending literacy skills through shadow puppet theatre The Reading Teacher, International Reading Association. 59 (8) pg. 786-796.

  • Dickson, I., Peck, S., & Webster, S. (2005) The Power of Language: Recreating a School Community . Fieldwork, V XIII, (3). Expeditionary Learning Outward Bound Review.

  • Peck, S.M. (2005). Puppet Power: A Discussion of How Puppetry Supports and Enhances Reading Instruction Book Chapter in Puppets in Education and Therapy: Unlocking Doors to the Mind.

  • Peck, S.M. (2002). “I do have this right. You can’t strip that from me:” Valuing teachers’ knowledge during literacy instructional change. 51st Yearbook of the National Reading Conference. (Juried).

Research Interests

Dr. Peck actively researches urban literacy education, literacy clinical practicum methodology and the use of puppetry in the literacy classroom. She is dedicated to preparing teacher candidates to meet the diverse needs of students, to understand the complexities of poverty, to enact culturally responsive assessment based instruction, and to recognize the power of the arts for empowering students to become life long learners.

Classes

  • CURR 213: Reading & Writing Process

    This course presents the history of reading and writing instruction, different interpretations of literacy, and the psychology and linguistics of reading and writing processes. Various theories and aspects of language acquisition are explored and related to different literacy methodologies. The student gains practical experience using different literacy approaches and methods in the classroom. The mature reading and writing process is explored with an emphasis on the strategies individuals use when they read and write. Includes field trip component.

  • CURR 611: Methods and Materials

    This course is designed to present an overview and analysis of contemporary approaches to teaching reading (pre-K through grade 8, with emphasis on the intermediate grades). A variety of methods and materials from strategy-based, interactive, and integrated reading approaches will be studied and examined. This course will focus also on current research in literacy and application of theory and method to curriculum development.

  • CURR 613: Pract-MeetingNeedDiverseReader

    The SUNY Geneseo Reading and Literacy Clinic provides graduate students at the end of their master's program a clinical, mentorial experience in assessment and instruction with a child who has a reading difficulty. Students will find this course a culminating experience for their graduate program, in which they bring together their studies in literacy theories and methods to examine one child in-depth and to participate in discussions and decision-making about the other children in the clinic. Students will be responsible for the academic content provided in the course, the planning and implementation of instruction for one or more children, and for participation in the day-to-day operational concerns of the clinic.