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Peter Afflerbach | |
|---|---|
| Born | October 28, 1956 Queens, New York City, New York, U.S. |
| Nationality | American |
| Academic background | |
| Alma mater | University at Albany, SUNY |
| Academic work | |
| Discipline | Literacy, Education |
| Institutions | University of Maryland, College Park |
Peter Afflerbach (born October 28, 1956) is an American educator and researcher specializing in literacy, reading assessment, and reading comprehension. He is Professor Emeritus of Education at the University of Maryland, College Park, where he contributed significantly to the study and teaching of reading strategies and individual differences in reading. Afflerbach has authored numerous publications and has been recognized for his contributions to literacy research and education.
Early Life and Education
editPeter Afflerbach was born on October 28, 1956, in Queens, New York City. He attended public schools in New York City and later earned his doctorate in reading from the University at Albany, SUNY, where he focused on reading comprehension strategies and assessment.[1] His early experiences in diverse educational settings informed his career as an educator and researcher.
Teaching Career
editBefore transitioning to academia, Afflerbach worked as a teacher in various roles, including as a Chapter 1 remedial reading teacher, a middle school reading and writing teacher, and a high school English teacher.[2] These roles gave him practical insights into literacy education, which he later applied in his research and teaching.
Academic Career
editAfflerbach joined the faculty of the University of Maryland, College Park, where he served as a professor in the Department of Teaching and Learning, Policy and Leadership.[3] His research interests include:
- Individual differences in reading
- Reading comprehension strategies and processes
- Reading in Internet and hypertext environments
- Reading assessment
- Mindfulness in reading
Afflerbach was a founding editor of the journal Metacognition and Learning and published extensively in both theoretical and practical journals.[2]
Contributions to Literacy Research
editAfflerbach's work has had a lasting impact on literacy education. He served on several National Academy of Education and National Academy of Sciences committees focused on literacy and assessment. He contributed to the National Assessment of Educational Progress (NAEP), serving on its 2025 Reading Framework Development Committee and other related committees.[4]
Honors and Recognition
editPeter Afflerbach's achievements in literacy research have earned him several accolades:
- Inducted into the International Literacy Association’s Reading Hall of Fame (2009)[1]
- Fellow of the American Educational Research Association (AERA)[5]
Publications
editPeter Afflerbach has authored and co-authored numerous articles and books, bridging the gap between theoretical frameworks and classroom practice. His notable works include:
- Understanding and Using Reading Assessment, K–12[6]
- Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction[7]
- Fostering Metacognitive and Independent Readers[8]
His research has influenced educators, policymakers, and literacy practitioners.
Personal Life
editPeter Afflerbach resides in San Francisco, California, following his retirement. He continues to engage with literacy education as a researcher and thought leader.
References
edit- ^ a b "Peter P. Afflerbach Inducted 2009". Reading Hall of Fame. Retrieved 2024-11-18.
- ^ a b "Peter Afflerbach". Guilford Press. Retrieved 2024-11-18.
- ^ "Faculty Affiliates". University of Maryland College of Education. 29 August 2018. Retrieved 2024-11-18.
- ^ "NAEP Reading Framework Development Committee". National Assessment of Educational Progress. Retrieved 2024-11-18.
- ^ "2021 AERA Fellows". American Educational Research Association. Retrieved 2024-11-18.
- ^ "Understanding and Using Reading Assessment, K–12". Guilford Press. Retrieved 2024-11-18.
- ^ "Teaching Readers (Not Reading)". Guilford Press. Retrieved 2024-11-18.
- ^ "Fostering Metacognitive and Independent Readers". Benchmark Education. Retrieved 2024-11-18.