Structured Abstract
Sample
Research design and methods
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Book chapters
Castro, D.C., Peisner-Feinberg, E., and Buysse, V. (2010). Language and Literacy Development in Latino Dual Language Learners: Promising Instructional Practices. In O. Saracho, and B. Spodek (Eds.), Language and Cultural Diversity in Early Childhood Education (pp. 65-93). Charlotte, NC: Information Age.
Journal articles
Buysse, V., Castro, D.C., and Peisner-Feinberg, E. (2010). Effects of a Professional Development Program on Classroom Practices and Outcomes for Latino Dual Language Learners. Early Childhood Research Quarterly, 25(2): 194-206.
Castro, D., Paez, M., Dickinson, D., and Frede, E. (2011). Promoting Language and Literacy in Young Language Minority Children: Research, Practice and Policy. Child Development Perspectives, 5(1): 15-20.
Gillanders, C., and Castro, D.C. (2011). Storybook Reading for Young English Language Learners. Young Children, 66(1): 91-95.
** This project was submitted to and funded under Teacher Quality: Reading and Writing in FY 2004.
Supplemental information
- acquisition of content knowledge through training institutes
- ongoing support from a bilingual consultant to help teachers implement new instructional strategies
- opportunities for reflection and shared inquiry with other teachers through regular community of practice meetings.
The content for the professional development activities will be based on Learningames (the Abecedarian Curriculum) and LiteracyGames, a special version of Learningames recently updated and expanded to promote language and literacy skills in early childhood classrooms. Both curricula will be adapted for use with Latino children who are English language learners.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
