6-20-2024 Using Science of Reading to Help English Learners and Emergent Bilingual Learners Develop Literacy Skills Live & Recorded Webinar 7-9 PM EST

This is a per person fee for those who intend to watch the live webinar or the recording that will be emailed to all who register, and available for one month. After purchasing, you will receive an email with the subject line "your downloads are ready." This contains the important information you need to complete your final registration step."

Description:

The most recent controversy in the so-called reading wars is whether what is sometimes called “reading science" applies to English learners. Compounding the problem is a lack of clarity about what “reading science” actually means. But regardless of whether we call this body of knowledge “reading science,” “research on reading,” or something else, what we know about how learners learn to read applies to English learners no less than to English speakers. The same connections need to be made in the brain so that they "gain the ability to access the spoken language system [sounds and meaning] through vision" (Dehaene, 2013). However, there are important differences educators need to take into account when teaching students who are learning to read in a language they are simultaneously learning to speak and understand. These students need additional instructional supports as they acquire proficiency in a new oral language while becoming literate in it. Furthermore, providing needed support throughout the grades is a must, and this includes making sure their fluency with foundational literacy skills continually improves. Don’t miss this important session by one of the top experts in the field of literacy and the instruction of English Learners and Bilingual Learners.

Presenter Bio:

Claude Goldenberg is Nomellini & Olivier Professor of Education, Emeritus, in the Graduate School of Education at Stanford University. A native of Argentina, his areas of research and professional interest center on promoting academic achievement among language minority children and youth. Prior to his arrival at Stanford, Goldenberg was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER) at California State University, Long Beach.

Goldenberg received his A.B. in history from Princeton University and M.A. and Ph.D. from Graduate School of Education, UCLA. He has taught junior high school in San Antonio, TX, and first grade in a bilingual elementary school in the Los Angeles area. He was a National Academy of Education Spencer Fellow in 1986-88. He received the 1993 Albert J. Harris Award (along with Ronald Gallimore) from the International Reading Association for an article describing how beginning Spanish reading achievement improved at an elementary school where he taught first grade and conducted research on home and school influences on early literacy development. In 2004 he received the Distinguished Faculty Scholarly and Creative Activities Award from California State University, Long Beach.

In 1997, he produced "Settings for Change," a video describing a 5-year school improvement project that raised literacy achievement in a largely Latino, bilingual elementary school in the Los Angeles area.  A book based on this project, Successful School Change: Creating Settings to Improve Teaching a Learning, was published in 2004 by Teachers College Press.  Research stemming from the project (in collaboration with Bill Saunders, Ronald Gallimore, and Brad Ermeling) won the 2010 Best Research Award from Learning Forward.

Goldenberg's most recent books are Promoting Academic Achievement among English Learners: A Guide to the Research, co-authored with Rhoda Coleman (Corwin, 2010) and Language and Literacy Development in Bilingual Settings, co-editing with Aydin Durgunoglu (Guilford, 2011).  His publications have also appeared in academic and professional journals, and he has been on the editorial boards of various academic journals.  His current projects focus on improving literacy and academic achievement among English learners in K-12 and promoting early literacy development in Rwanda. Goldenberg was on the National Research Council's Committee for the Prevention of Early Reading Difficulties in Young Children and on the National Literacy Panel, which synthesized research on literacy development among language-minority children and youth. 

CREDITS: Whether you watch live or view the recording, this training offers 2 cont. ed. hours for all, and Certificate Maintenance Hours (CMHs) for Speech Language Pathologists. ASHA accepts CMHs towards the 30 hours needed for re-certification.