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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.

Office Hours

Spring 2020
M/F: 1:00-2:30

Clinical Tutoring at The Strong Museum of Play

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. Prerequisites: SPED 224.

  • CURR 611: Materials/Methods-Reading/Lit

    This course deals with key approaches to the teaching of literacy, with particular attention to methods and materials useful in teaching struggling readings. Emphasis is placed both on contemporary approaches and on those of importance in the history of American literacy instruction. The course will typically provide additional detailed focus on one or two methods or curricula of contemporary interest. Offered: fall and summer

  • CURR 613: Prac:MeetngNeed-Diverse Reader

    The course provides students a clinical, tutorial 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. Prerequisites: Co/Prerequisite for Early Childhood and Childhood sections: CURR 512. Co/Prerequisite for Middle Childhood and Adolescence sections: CURR 522.

  • EDUC 640: The Writing Process:Pre-K to 8

    Research on literacy suggests that writing and reading development develop interactively. Building on this research base this course will examine writing development and practices from Pre-K through adult. Particular emphasis will be placed on learning from writing samples, developing meaningful classroom writing activities and writing as a tool for reflection. Other considerations will include: (a) learning from current research on the writing process, (b) exploring emergent, beginning and school writing theory and practice, (c) explore the roles of the teacher in supporting independent writing in the classroom, and (d) exploring strategies for supporting and encouraging writing across the curriculum and outside of school settings. Offered: every semester