Dr. G. Pat Wilson

Bulls Notebook: USFSM profs win grants to promote critical thinking

Title: Associate Professor

Phone: 941-359-4531

Curriculum Vitae: CV

Email: gpwilson@sar.usf.edu

Office: B213

Associate Professor of the School of Education

G. Pat Wilson, Ph.D. was previously appointed as the Interim Director of the USFSM School of Education from 2014 to 2016 and is currently an Associate Professor of the School of Education. Previously, as Faculty Coordinator of Assessment of the School of Education (SOE), Pat guided the successful application to Florida Department of Education for approval of USFSM’s educator preparation programs, approval of the SOE as a candidate for National (NCATE) accreditation, and the development of an assessment system that supports the programs of the SOE.  She teaches graduate and undergraduate courses in literacy and instruction.  Her research is in reading and composing processes; how children navigate and use symbol systems in print and multi-modal text (books, Internet, drawings, gesture) to build understanding of their social worlds.   She has held various roles in education (special education teacher, reading specialist, elementary grade teacher, and district administrator) and has authored/coauthored articles published in The Kappan, Language Arts, English Education, Journal of Early Childhood Teacher Education, Literacy Teaching and Learning, Reading Teacher, and the Journal of Literacy Research, as well as coauthored chapters in edited books.


Arya, P., Wilson, G.P., & Martens, P. (2009). We-e-el-l or We'll: Children negotiating orthographic features of A Letter to Amy. The Reading Teacher, 63(3), pp. 224-234

Larkin, E., & Wilson, G. P. (2009). Reading Bigs: An Intergenerational Literacy Mentoring Program. In J. C. Richards & C. A. Lassonde (Eds.), Evidence-based quality literacy tutoring programs: What works and why (pp. 21-33). Newark, DE: International Reading Association.

Wilson, G. P., Martens, P., Arya, P., Jin, L., (2007). The anatomy of retelling scores: What these scores do (and don't) reveal about readers' understandings of texts. In D. Rowe, R. Jimenez, D. Compton, D. Dickinson, Y. Kim, K. Leander & V. Risko (Eds.), 56th Yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference, Inc.

Wiltz, N., & Wilson, G. P. (2006). An inquiry into children's reading in one urban school using SRA Reading Mastery. Journal of Literacy Research, 37(4), 493-528.

Arya, P., Martens, P., Wilson, G. P., Altwerger, B., Jin, L., Laster, B., et al. (2005). Reclaiming literacy instruction: Evidence in support of literature-based programs. Language Arts, 83(1), 63-72.

Wilson, G. P., Martens, P., & Arya, P. (2005). Accountability for reading and readers: What the numbers don't tell. The Reading Teacher, 58(7), 622-631.

Wilson, G. P., Wiltz, N., & Lang, D. (2005). The impact of Reading Mastery on children's learning. In B. Altwerger (Ed.), Reading for profit: How the bottom line leaves kids behind. Portsmouth, NH: Heinemann.

Wilson, G. P., Martens, P., Arya, P., & Altwerger, B. (2004). Readers, instruction, and the NRP. The Kappan, 86(3), 242-246.

Altwerger, B., Arya, P., Laster, B., Jin, L., Martens, P., Jordan, N., Wilson, G.P., Wiltz N. (2004). When research and mandates collide: The challenges and dilemmas of teacher education in the era of NCLB. English Education, 36(2), 119-133.

Wilson, G. P. (2003). Supporting young children's thinking through tableau. Language Arts, 80(5), 46-54.