2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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Dolores Perin

Professional Background

Educational Background

Ph.D. in Psychology, University of Sussex, England


Scholarly Interests

  • Reading and writing processes in children and adults.
  • Academic preparedness and developmental education (remediation) in community colleges.
  • Adult education and workplace literacy.

Click to visit the Reading Specialist Program Website

Selected Publications

Perin, D., Bork, R.H., Peverly, S.T. & Mason, L.H. (in press). A contextualized curricular supplement for developmental reading and writing. Journal of College Reading and Learning, spring 2013.

Perin, D. (in press). Literacy skills among academically underprepared postsecondary students. Community College Review, spring 2013.

Perin, D. (2011). Facilitating student learning through contextualization: A review of the evidence. Community College Review, 39 (3), 268-295. doi: 10.1177/0091552111416227

Marri, A.R., Perin, D., Crocco, M.S., Riccio, J.F., Rivet, A. & Chase, B.J. (2011). Content-driven literacy: One approach to urban secondary teacher education. The New Educator, 7(4), 325-351. doi: 10.1080/1547688X.2011.619948

Perin, D., Crocco, M., Marri, A., Riccio, J., Rivet, A. and Chase, B. (2009). Integrating literacy in content classrooms. Academic Exchange Quarterly, 13 (2), 97-105.

Reynolds, G.A. & Perin, D. (2009). A comparison of text-structure and self-regulation strategies for composing from sources by middle-school students. Reading Psychology, 30, 265-300.

Goldstein, M.T. & Perin, D. (2008).  Predicting performance in a community college content-area course from academic skill level. Community College Review, 36 (2), 89-115. 

Rogevich, M. & Perin, D. (2008). Effects on science summarization of a reading comprehension intervention for adolescents with behavioral and attentional disorders. Exceptional Children, 74 (2), 135-154.

Perin, D. & Greenberg, D. (2007).  Research-based reading instruction in an adult basic education program.  Adult Basic Education and Literacy Journal, 1 (3), 123-132.

Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99 (3), 445-476.

Graham, S. & Perin, D.  (2007).  What we know, what we still need to know: Teaching adolescents to write.  Scientific Studies of Reading, 11(4), 313-335.

Perin, D., Flugman, B. & Spiegel, S. (2006).  Last Chance Gulch: Youth participation in urban adult basic education programs.  Adult Basic Education, 16 (3), 171-188.

Perin, D. (2006).  Academic progress of community college nursing aspirants: An institutional research profile.  Community College Journal of Research and Practice, 30, 657-670. 

Perin, D. (2006).  Can community colleges protect both access and standards?  The problem of remediation.  Teachers College Record, 108 (3), 339-373.

Perin, D. (2004).  Remediation beyond developmental education: The use of learning assistance centers to increase academic preparedness in community colleges.  Community College Journal of Research and Practice, 28 (7), 559-582. 

Perin, D., Keselman, A. & Monopoli, M. (2003).  The academic writing of community college remedial students: Text and learner variables. Higher Education, 45 (1), 19-42.

Perin, D. (2002).  The location of developmental education in community colleges: A discussion of the merits of  mainstreaming vs. centralization.  Community College Review, 30, 27-44. 

Perin, D. (2002).  Repetition and the informational writing of developmental students.  Journal of Developmental Education, 26 (1),  2-4, 6, 8, 18.


Selected Book Chapters

 

Perin, D. (in press).  Best practices in teaching writing for college and career readiness. In Graham, S., MacArthur, C. & Fitzgerald, J. (Eds.).  Best practices in writing (2nd ed.).  New York: Guilford Press.

Perin, D. (2012). Teaching academically underprepared students.  In J. Levin and S. Kater (Eds.). Understanding Community Colleges (pp. 87-103). Part of Routledge/Taylor Francis “Core Concepts in Higher Education” series. New York, NY: Routledge.

Perin, D. & Charron, K. (2006). “Lights just click on every day.” Academic preparedness and remediation in community colleges.  In T.R. Bailey and V.S. Morest (Eds.). Defending the community college equity agenda (pp 155-194).   Baltimore, MD: Johns Hopkins Press.

Other Publications

Perin, D., Bork, R. H., Peverly, S. T., Mason, L. H., & Vaselewski, M. (2012). A contextualized intervention for community college developmental reading and writing students. CCRC Working Paper No. 38. New York, NY: Community College Research Center, Teachers College, Columbia University.

Graham, S. & Perin, D. (2006, October).  Writing next: Effective strategies to improve writing of adolescents in middle and high schools.  A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. 

Perin, D.  (2005, Spring).  Institutional decision-making for increasing academic preparedness in community colleges.  In C. Kozeracki (Ed.). Responding to the challenges of developmental education. New Directions in Community Colleges, 129, 27-38.


 



principal publications

biographical information

Dolores Perin, Professor of Psychology and Education, directs the Reading Specialist M.A. Program, which prepares students for state certification as teachers of literacy.  Perin is also a senior research associate at Teachers College's Community College Research Center.  Her research interests include the education of academically-underprepared students in secondary and postsecndary education, and adult literacy programs; and the preparation of teachers for reading and writing instruction in middle and high schools.  She was Principal Investigator of "Postsecondary Content-Area Reading-Writing Intervention: Development and Determination of Potential Efficacy" (U.S. Department of Education Institute of Education Sciences, 2006-2009).  Her other work includes a preservice teacher project entitled"Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities," funded by Carnegie Corporation of New York, a Sloan-funded study of community college developmental education, and state- and federally-funded projects in the integration of academic and career education, school-to-work transition, workplace literacy, and adult learning disabilities.  She has published in journals including Community College Review, Exceptional Children, Higher Education, Journal of Adolescent & Adult Literacy, Adult Basic Education and Literacy Journal, Reading Psychology, Community College Journal of Research and Practice, Teachers College Record, Scientific Studies in Reading, and Journal of Educational Psychology.  Perin received a Ph.D. in psychology from the University of Sussex in England, and is a New York State-licensed psychologist with practical experience with individuals across the lifespan who have reading and writing difficulties.

 

professional organization membership

  • American Educational Research Association
  • American Psychological Association
  • International Reading Association
  • International Dyslexia Association
  • Society for the Scientific Study of Reading

professional presentations

Selected Recent Presentations

Contextualization. Presentation to OCCRL Shifting Gears Conference, Adult Bridge Programs in Illinois: Past, Present and Future, A Professional Development Workshop. Champaign, IL, June 14, 2011,

Contextualizing instruction: A promising way to address the Texas College and Career Readiness Standards. Presentation to the Texas Higher Education Coordinating Board, IP-AES/ ABE-IG Adult Education Demonstration Projects - Summer Meeting. Austin, TX, June 09, 2011

Reading and writing intervention for community college developmental education students (with Rachel Hare) American Educational Research Association Annual Conference, New Orleans,  April 2011. (With Rachel Hare)

Supplementing developmental education with contextualized reading and writing practice. Presentation to the Annual Meeting of the  Council for the Study of Commmunity Colleges, New Orleans,  April 2011. (With Rachel Hare)

Writing Workshop: Improving the quality of students’ writing across the curriculum. 3-day district-wide professional development workshop. Vigo County Corporation,  Indiana, Oct. 20-22, 2010

Promoting content learning through embedding literacy strategies. Professional development workshop for teacher educators. Dallas TX, May 17, 2010. Sponsored by Meadows Center for Preventing Educational Risk, College Readiness Initiative, College of Education, University of Texas at Austin

Content Comprehension Strategy Intervention: A model for developmental reading. National Association for Developmental Education, Columbus, OH, March 12, 2010. (With Richard E. Bailey).

Relation of reading comprehension, language proficiency, science knowledge and science interest to science summarization ability. Society for the Scientific Study of Reading, Annual Conference, Boston, June 25-27, 2009.



 

grants

Principal Investigator:

2006-2009. Postsecondary Content-Area Reading-Writing Intervention: Development and
Determination of Potential Efficacy. Institute of Education Sciences, U.S. Department of Education.

2005-2007. Enhancing Teacher Preparation for Adolescent Literacy through Interdisciplinary Learning Communities.Carnegie Corporation of New York

CUNY Graduate School, Center for Advanced Study in Education; all Principal Investigator or Project Director unless otherwise indicated.

2002 Evaluator, Youth in Adult Basic Education Project. U.S. Department of Education, Office of Vocational and Adult Education. Principal Investigators: Bert Flugman and Seymour Speigel.
1994-1997 Self-Directed Workplace Literacy Distance Learning for Developmental Disabilities Workers. U.S. Department of Education, National Workplace Literacy Program.
1994 Training in Fundamentals of Supervision and Leadership for OMH Power Plant and Maintenance Workers. SUNY Maritime College
1993-1994 Multi-Site Power Plant Communication Skills Project. SUNY Maritime College
1993-1995 Workforce Training Projects for Developmental Aides and Custodians: English as a Second Language, Basic Skills and Medical Terminology and Computation Skills Training. New York State Governor's Office of Employee Relations
1992-1993 Communication Skills Enhancement for Power Plant Employees. SUNY Maritime College
1992-1994 Workplace Literacy for Psychiatric Health Care Workers. U.S. Department of Education, National Workplace Literacy Program
1990-1991 Workplace Literacy Instruction for College Preparation of Health Care Workers. U.S. Department of Education, National Workplace Literacy Program

 

HBSK 4072: Theory and techniques of reading assessment and intervention

Overview of theories, assessment, and intervention techniques for reading and writing across the lifespan. Both typical development and literacy difficulty are addressed. Materials fee: $50.

HBSK 5099: Writing interventions theory and practice

This is a literacy course that applies research on cognitive, linguistic, affective, social, and cultural processes underlying writing performance to the development of writing interventions. Writing is discussed within a larger context of reading comprehension and subject-matter knowledge. Students learn to evaluate and design content area writing interventions for both typically developing and special-needs populations of differing ages in various educational settings.

HBSK 5272: Supervised fieldwork in remedial reading and school difficulties: Supervised field placement in reading

Students conduct projects in a variety of field sites, including K-12 schools, community colleges, and adult education programs, under faculty supervision. The field experience provides an opportunity to understand both practical and theoretical aspects of pressing questions concerning literacy acquisition across the lifespan.

HBSK 5580: Seminar in consultation and evaluation in reading

Current topics in literacy and schooling; professional issues; evaluation of intervention programs and research; preparation for integrative project requirement.

HBSK 6576: Research in applied educational psychology: Acquisition of reading and writing ability

Permission required. Prerequisite: familiarity with statistical procedures and research design. Students participate in ongoing research or other special projects under the direction of a faculty member.

HBSK 6903: Research-independent study in reading

Permission required. Advanced students work with professor on research projects related to literacy skills across the lifespan.

Documents & Papers

Download: Dolores Perin - short CV [Word]

Centers and Projects

Community College Research Center
Website: http://ccrc.tc.columbia.edu/

The Community College Research Center (CCRC) was established in 1996 with support from the Alfred P. Sloan Foundation and is housed within the Institute on Education and the Economy (IEE). The main purpose of the CCRC is to frame critical questions concerning the fundamental purposes, problems, and performance of community colleges, and chart a course for strengthening scholarly research on the future of these important institutions.

'When we speak of the transition from school to work, we will be speaking more often of the community college,' says Professor Thomas R. Bailey, who is also Director of the Center. 'When we speak of retraining our nation's labor force, we will also be speaking more often of the community college.'

The Center has taken a broad and comprehensive view of the community college over the course of the grant, but focused primarily on the roles of community colleges in workforce and economic development. The specific purposes of the Center are to: (1) synthesize existing research on the roles community colleges have been playing and the extent and determinants of their effectiveness within those; (2) formulate and answer new research questions on important issues confronting the community college sector; (3) begin exploration of alternative policies and directions for community colleges; (4) attract new researchers to the field and solidify a network of community college practitioners and scholars; and (5) suggest directions for data collection. The Center draws on expertise from a national advisory panel of community college practitioners, policy makers, and research scholars. The Center funds fellowships to doctoral students who are interested in writing dissertations on community college issues. The fellowship recipients work at the CCRC and participate in research projects. Reports of research findings, occasional papers, and non-technical Briefs are available through the CCRC website, or for a nominal cost.