Maren Aukerman, Stanford University
Assistant Professor
Stanford, California
aukerman@stanford.edu
Office:
(650) 721-1307
Expert In
Bio/Research
Aukerman's research examines how children and adolescents interact and think as readers when they participate in text discussions where students have substantial interpretive authority and are encouraged to engage with each other’s textual ideas in meaningful ways. She is particularly interested ...
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Bio/Research
Aukerman's research examines how children and adolescents interact and think as readers when they participate in text discussions where students have substantial interpretive authority and are encouraged to engage with each other’s textual ideas in meaningful ways. She is particularly interested in the relationship between classroom discourse and reading comprehension, with emphasis on children’s talk surrounding literature as well as their talk about nonfiction texts. She examines the pedagogical possibilities engendered by classroom contexts in which there is ample discursive space for children to explore their own and each other’s textual sense-making. Aukerman has investigated how children become differently accountable to each other and to the text when the teacher deliberately steps away from a position of primary textual authority, and she has explored what those findings might mean to teachers in professional development settings. She has also investigated how young children change across time in how they talk with each other about text, and has identified key ways in which young children's discussion of words and images in the stories they read evolves across time. Her article, "When reading it wrong is getting it right: Shared evaluation pedagogy among struggling fifth grade readers," won the 2009 Albert J. Harris award from the International Reading Association.
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