Curriculum Vita

Sharolyn D. Pollard-DurodolaTexas A&M University

College of Education and Human DevelopmentDepartment of Educational Psychology

Bilingual Education ProgramCollege Station, TX 77843-4225

Office: 979-862-4663 Email: sdurodola@tamu.edu

PROFESSIONAL EXPERIENCESept. 2011 – Present Associate Professor, Bilingual Education Programs, Department of

Educational Psychology, Texas A&M UniversityAug. 2004 – 2011 Assistant Professor, Bilingual Education Program, Department of

Educational Psychology, Texas A&M University 2003 – July 2004 Assistant Professor of Pediatrics, Center for Academic and Reading Skills,

University of Texas – Houston Medical School1999 – 2003 Research Coordinator, Curriculum Developer, Mentor Teacher Center for Academic and Reading Skills, University of Texas - Houston

Health Science Center 1996 – 1999 Assistant Principal, Aldine Independent School District, Houston, TX1991 – 1996 Reading Teacher, Aldine Independent School District, Houston, TX1991 – 1994 Reading Specialist, Houston Independent School District, Houston, TX 1989 – 1991 Teacher, Atlanta Public Schools, Atlanta, GA1989 – 1992 Teacher of English as a Second Language, New York City, Private School

Association, NY1987 – 1989 Teacher, Fifth Grade and Sixth Grade (Gifted), New York City Board of

Education, NY1984 – 1987 Teacher of Spanish, New York City Board of Education, NY

EDUCATION 2003 Ed.D., Curriculum and Instruction (Second Language Acquisition/Bilingual

Education) University of Houston1988 M.S., Developmental & Remedial Reading, City University of New York 1984 M.A.T. Teaching of Spanish, Teachers College – Columbia University1983 Middlebury School of Spanish, Madrid, Spain 1982 A.B., Romance Languages (Spanish and Portuguese), Mount Holyoke College

AWARDS AND HONORS

2011 - 2012 Sponsor for Visiting Scholar from Middle East Technical University, Ankara, TurkeyTexas A&M University, International Faculty and Scholar Services

2010 Mexican American and U. S. Latino Research Center Fellow

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CERTIFICATION:Texas Permanent Mid-Management Certificate Texas and New York State Life Reading Specialist CertificationNew York State Life Spanish CertificationTexas and New York State Life Elementary Education CertificationNew York State Private Schools English as a Second Language Certification

CITIZENSHIP: United States Citizen

AREAS OF RESEARCH AND PROFESSIONAL INTERESTDevelopment of literacy/language Interventions and Curricula for Monolingual English-speakers, English Language Learners (Spanish/English), and Speakers of African-American Vernacular Development and Analysis of Vocabulary Instructional Practices for at-risk ChildrenDevelopment of Classroom Observation SystemsGeneral Instructional Design/Curriculum DevelopmentProfessional Development Practices for Teachers of At-Risk Children

FUNDED GRANTS2011 Institute of Education Sciences, CFDA: 84.305A 13. Project WORLD: Worlds of

Oral Language and Language Development. Goal 3, Efficacy (Funded: $4,000,000). PI: Jorge Gonzalez. Co-PIs: Sharolyn Pollard-Durodola, Aaron Taylor, Laura Saenz.

2010 Mexican American and U. S. Latino Research Center.Project VALOR. PI: Sharolyn D. Pollard-Durodola. $5,000.

2005-2008 Institute of Education Sciences, CFDA:84.305. Project WORLD: Words of Oral Language and Language Development (Funded: $1,300,000). PI: Jorge Gonzalez. Co-PIs: Deborah C. Simmons, Sharolyn Pollard-Durodola.

2004-2007 Institute of Education Sciences, Contract No R305P030032. Project ELLA: English Language and Literacy Acquisition (Funded: $6,762,115). PI: R. Lara-Alecio. Role: Research Team; Curriculum Development Specialist.

2001- 2003 Development of English Literacy in Spanish-speaking Children. National Institute of Child Health and Human Development and the Institute of Educational Sciences, Grant Award P01 HD 39521. PI: D. J. Francis. Role: Coordinator of Project III (Principal Investigator: Barbara Foorman), “How language of instruction relates to literacy development,” and Coordinator/Curriculum Development Specialist for Project V (Principal Investigator: Sharon Vaughn), “Prevention of reading difficulties for students who are English-language learners.”

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1999-2001 National Institute of Child Health and Human Development. Grant HD30995. Early Interventions for Children with Reading Problems. PI: B. Foorman. Role: Coordinator of Curriculum Development for Vocabulary Enrichment Program for Speakers of African-American Vernacular.

PUBLICATIONS

A. Peer-Reviewed Journal Articles

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Nava-Walichowski, M. (2011). Using knowledge networks to develop preschoolers’content vocabulary. The Reading Teacher, 65, 4, 259-269.

Gonzalez, J.E., Pollard-Durodola, S.D., Taylor, A., Simmons, D.C., Davis, M., & Simmons, L.(2011) Developing low income preschooler’s social studies and science vocabulary through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4, 25-52.

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2010) The effects of an intensive shared book reading intervention for preschool children at-risk for vocabulary delay. Exceptional Children, 77, 161-183.

Pollard-Durodola, S. D., & Simmons, D. C. (2009). The role of explicit instruction and instructional design in promoting phonemic awareness development and transfer from Spanish to English. Reading and Writing Quarterly, 25, 139-161.

Cárdenas-Hagan, E., Carlson, C., & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language Speech and Hearing Services in Schools, 38(3), 249-259.

Cirino, P., Pollard-Durodola, S. D., Foorman, B. F., & Carlson, C. (2007). Ratings of teaching effectiveness in bilingual kindergarteners and their relation to classroom and student outcomes. Elementary School Journal, 107, 341-364.

Mathes, P., Pollard-Durodola, S. D., Cárdenas-Hagan, E., Linan-Thompson, S., & Vaughn, S. (2007). Teaching struggling readers who are native Spanish speakers: What do we know? Language Speech and Hearing Services in Schools, 38, 260-271.

Pollard-Durodola, S. D., Mathes, P., Vaughn, S., Cárdenas-Hagan, E., Linan-Thompson, S., (2006). The role of oracy in developing comprehension in Spanish-speaking English language learners. Topics in Language Disorders, 26, 362-381.

Vaughn, S., Cirino, P. T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Cárdenas-Hagan, E., Pollard-Durodola, S. D., Fletcher, J. M., & Francis, D. J. (2006). Effectiveness of a

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Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal, 43, 449-487.

Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S. D., Cárdenas-Hagan, E., & Francis, D. J. (2006). Effectiveness of an English intevention for first-grade English language learners at risk for reading problems. The Elementary School Journal, 107, 153-180.

Vaughn, S., Linan-Thompson, S., Mathes, P., Cirino, P., Carlson, C., Pollard-Durodola, S. D., Cárdenas-Hagan, E., & Francis, D. (2006). Effectiveness of a Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39, 56-73.

Vaughn, S., Linan-Thompson, S., Mathes, Cárdenas-Hagan, E., Pollard-Durodola, S. D., & Francis, D., (2005). Interventions for 1st grade English language learners with reading difficulties. Perspectives, 31, 31-35.

Hickman, P., Pollard-Durodola, S. D., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English language learners. The Reading Teacher, 720-730.

Pollard-Durodola, S. D., Cedillo, G., & Denton, C. A. (2004). Linguistic units and instructional strategies that facilitate word recognition in Latino kindergarteners learning to read in Spanish. Bilingual Research Journal, 28, 319-353.

Pollard-Durodola, S. D. (2003). Wesley Elementary: A beacon of hope for at-risk students. Journal of Education and Urban Society, 36, 94-117.

B. Articles Submitted and in Preparation (Bolded Print for Co-authorship with Students)

Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Taylor, A. B., Davis, M., Simmons, L., & Nava-Walichowski, M. Preschool teachers’ shared book reading practices with Spanish-speaking English language learners at risk of vocabulary delay. Under review: Bilingual Research Journal.

Gonzalez, J.E., Pollard-Durodola, S. D., Simmons, D.C., & Taylor, A.B. An observational study of teacher-child conversations around shared book reading: What happens between once upon a time and happily ever after. Under review: Journal of Research on Educational Effectiveness.

Pollard-Durodola, S.D., Gonzalez, J.E., & Simmons, D.C., Taylor, A., Davis, A., & Simmons, L. Developing preschoolers’ content vocabulary knowledge: A design experiment. Under review: Reading Research Quarterly.

Gonzalez, J. E., Pollard-Durodola, S. D., Simmons, D., Adame, C., Estrella, I., Taylor, A.

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Teacher sensitivity and responsivity during shared reading: Mediating effects on language outcomes. Manuscript in preparation.

Gonzalez, J.E., Pollard-Durodola, S. D., Willson, V., Davis, M., & Simmons, D. C. Shared book reading: A meta-analysis of the main effects and moderators in preschool and kindergarten children’s language and literacy development. Manuscript being revised.

C. Books, Book Chapters and Other Publications Hickman, P., Pollard-Durodola, S. D., Vaughn, S. (2009). Dynamic vocabulary read-aloud

strategies for English learners: Building language and literacy in the primary grades. Newark, DE: International Reading Association.

Simmons, D. C., Pollard-Durodola, S. D., Gonzalez, J. E., Davis, M., & Simmons, L. (2008). Shared book reading interventions. In S. B. Neuman (Ed.), Educating the other America. Baltimore, MD: Brookes Publishing.

Foorman, B. F., Goldenberg, C., Carlson, C., Saunders, W., & Pollard-Durodola, S. D. (2004). How teachers allocate time during literacy instruction in primary-grade bilingual classrooms. In P. McCardle & V. Chhabra (Eds.), Voice of evidence: Bringing research to classroom educators (pp. 289-328). Baltimore, MD: Brookes Publishing.

Foorman, B. F., Seals, L., Anthony, J., & Pollard-Durodola, S. D. (2003). Vocabulary enrichment project. In B.F. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale. (pp. 419-441). Timonium, MD: York Press.

Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P., & Cárdenas-Hagan, E. (2005). Effective interventions for English language learners (Spanish/English) at-risk for reading difficulties. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research, Volume 2. New York: Guilford Publications.

D. Books, Book Chapters and Other Publications Submitted and in PreparationPollard-Durodola, S.D., Gonzalez, J. E., & Simmons, D. C. Accelerating Content Vocabulary via

Shared Book Reading. Book in preparation, Brookes Publishing.

E. Educational CurriculaMathes, P., Linan-Thompson, S., Pollard-Durodola, S. D., & Cárdenas-Hagan, E. (in press). SRA

Intervención Temprana de Lectura. Columbus, OH: McGraw-Hill.

Seals, L., Pollard-Durodola, S. D., Foorman, B. F., & Bradley, A. (2007). Vocabulary power: Grade 3 and 4. Baltimore: Paul H. Brookes.

Mathes, P., Linan-Thompson, S., Pollard-Durodola, S. D., Cárdenas-Hagan, E., & Vaughn, S. (2003). Lectura proactiva para principiantes: Intensive small group instruction for Spanish-speaking readers. Supported by a grant award by the National Institute of Child Health and Human Development, (R01 HD). Development of English Literacy in Spanish-Speaking Children.

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SELECTED PROFESSIONAL PRESENTATIONS A. International Presentations (*Indicates peer-reviewed conferences)*Pollard-Durodola, S.D., Gonzalez, J. E., Simmons, D. C., Taylor, A.B., Davis, M.J., and

Simmons,L. A Design Experiment in Reading Research: The development of a preschool language-rich intervention to accelerate content vocabulary in at-risk children. Proposal accepted for the Special Education Research SIG at the annual conference (2012) for The American Educational Research Association, Canada.

*Pollard-Durodola, S.D., Gonzalez, J. E., Simmons, D. C., Taylor, A.B., Davis, M.J., Fogerty, M., and Simmons,L.(2011). An observational study of teacher-child conversations around shard book reading: What happens between once upon a time and happily ever after. Paper was presented at the annual conference for The Society for the Scientific Study of Reading, St. Pete, Florida.

*Pollard-Durodola, S.D., Gonzalez, J. E., Simmons, D. C., Taylor, A.B., Davis, M.J., Simmons, L., and Nava-Walichowski, M. (2011). Observations of Bilingual Preschool Teachers' Shared Book Reading Practices After Curriculum Implementation, Professional Development, and Instructional Cues. Paper was presented at the annual conference of The American Educational Research Association, New Orleans, Louisiana.

*Pollard-Durodola, S.D., Gonzalez, J. E., Simmons, D. C., Taylor, A.B., Davis, M.J., Simmons, L., and Nava-Walichowski, M. (2010). Analyzing the impact of curriculum implementation, professional development, and instructional cues on bilingual preschool teachers’ shared book reading practices. Interactive paper was presented at the annual conference for The Society for the Scientific Study of Reading, East Berlin, Germany.

*Gonzalez, J.E., Pollard-Durodola, S.D., Simmons, D.C., Taylor, A.B., Davis, M.J., & Simmons, L. (2010). Developing Low-income Preschoolers’ Social Studies and Science Vocabulary Knowledge through Content-Focused Shared Book Reading. Paper to be presented at the annual conference for The Society for the Scientific Study of Reading, East Berlin, Germany.

*Nava-Walichowski, M., Irby, B., Tong, F., Lara-Alecio, R., Pollard-Durodola, S.D., Goodson, P. (2010). Systematic development of the semantic and syntactic scoring system for oral proficiency and expressive vocabulary for kindergarten English language learners. Paper presented at The American Educational Research Association, Denver, Colorado.

*Gonzalez, J. E., Pollard-Durodola, S. D., Simmons, D. C., Simmons, L., & Davis, M. J. (2008, July). Accelerating preschool children’s vocabulary: Effects of a shared book reading intervention. Paper/poster presented at the annual conference for The Society for the Scientific Study of Reading, Asheville, North Carolina.

*Gonzalez, J. E., Pollard-Durodola, S. D., & Simmons, D. C., (2008, June). Interventions to improve outcomes for English language learners. Presented at the third annual Institute of Education Sciences Research Conference, Washington, D.C.

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*Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., & Simmons, L. (2008, March). Accelerating preschool children’s vocabulary: Effects of a thematically focused shared book reading intervention. Paper presented in the Early Childhood Special Education Special Interest Group at the annual conference of the American Educational Research Association, New York City, New York.

*Pollard-Durodola, S. D., Simmons, D. C., & Gonzalez, J. E. (2007, October). Using shared book reading to develop Spanish vocabulary and concept knowledge: Design principles in practice. Paper presented at the annual conference for the International Dyslexia Association, Dallas, Texas.

*Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D.C., Simmons, L., & Davis, M. (2007, June). Project WORLD: The effects of a shared book reading preschool intervention. Accepted as an interactive paper/poster for The Society for the Scientific Study of Reading in Prague, Czech Republic.

*Gonzalez, J. E., Pollard-Durodola, S. D., Simmons, D. C., & Simmons, L. (2007, April). Theoretical foundations of a preschool shared reading program: Project Words of Oral Reading and Language Development (WORLD). Paper presented at the annual conference of the American Educational Research Association, Chicago, Illinois.

*Davis, M. J., Pollard-Durodola, S. D., Simmons, D. C., Gonzalez, J., Haynes, B., & Simmons, L. (2007, April). A study of shared book reading: What happens between once upon a time and happily ever after. Paper presented at the annual conference of the American Educational Research Association, Chicago, Illinois.

Simmons, D. C., Pollard-Durodola, S. D., Gonzalez, J. E., Davis, M., & Simmons, L. (2006, September). The construction of instructional interventions: Principles for accelerating the vocabulary development and comprehension of children in low-income households. Paper presented at the meeting of Pathways to Literacy Achievement for High Poverty Children: A Ready to Learn Agenda Conference, Ann Arbor, MI.

*Pollard-Durodola, S. D., & Francis, D. (2005, June). Experimental designs examining the effectiveness of Spanish and English interventions with bilingual first grade students at-risk for reading difficulties. Update on the DELLS, “The Development of literacy in Spanish-speaking English language Learners.” Paper presented at The Society for the Scientific Study of Reading, Toronto, Canada.

*Hickman, P. & Pollard-Durodola, S. D. (2005, January). Story read aloud and retelling: A strategy for improving vocabulary and comprehension for English language learners. Paper presented at the National Association for Bilingual Education, San Antonio, TX.

*Ortiz, A., Wilkerson, C., Goldenberg, C., Rivera, H., & Pollard-Durodola, S. D. (2004, February). Spanish-English literacy: The NICHD-OERI Biliteracy Research Network, an Update on Biliteracy Research Network. Paper presented at the annual meeting of the National Association for Bilingual Education, Albuquerque, NM.

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*Ortiz, A., Wilkerson, C., Carlson, C., & Pollard-Durodola, S. D. (2003, January). Spanish English Literacy: The NICHD-OERI Biliteracy Research Network, an Update on Biliteracy Research Network. Paper presented at the annual meeting of the National Association for Bilingual Education, New Orleans, LA.

B. National Presentations*Pollard-Durodola, S (2010, October). Designing lexical networks of knowledge to

build academic language in preschool children with low vocabulary knowledge. Presented at the International Dyslexia Association National Conference, Phoenix, Arizona.

*Gonzalez, J. E., Simmons, D. C., Pollard-Durodola, S. D., & Simmons, L. (2007, March). Words of oral reading and language development (WORLD). Paper presented at the National Association of School Psychologists, New Orleans, LA.

*Davis, M., Haynes, B., Gonzalez, J. E., Simmons, D. C., & Pollard-Durodola, S. D. (2007, March). Real-time analysis of shared book reading instruction. Poster presented at the National Association of School Psychologists, New Orleans, LA.

*Roux, C., Gonzalez, J. E., Simmons, D. C., Pollard-Durodola, S. D., Rivera, V., & Massa, I. (2007, March). Characteristics of preschoolers who are non-responsive to shared-storybook reading instruction. Paper presented at the annual convention of the American Psychological Association, San Francisco, CA.

Gonzalez, J. E., Simmons, D. C., Pollard-Durodola, S., & Simmons, L. (2006, June). Project WORLD: Words of Oral Reading and Language Development. Poster presented at the annual research conference of the Institute of Education Sciences (IES). Washington, D.C.

*Kaplan, D., & Pollard-Durodola, S. D. (2006, December). Measuring Students’ Grapheme-Phoneme Associations with a Spanish Names Test. Paper presented at the National Reading Conference, Los Angeles, CA.

*González, J. E., Simmons, D. C., & Pollard-Durodola, S. D. (2006, April). Preliminary findings from a meta-analysis on shared-book reading. Paper presented at the annual meeting of the Council for Exceptional Children Conference, Salt Lake City, UT.

*Pollard-Durodola, S. D., Simmons, D. C., González, J., & Simmons, L. (2006, April). Project WORLD: School-based Intervention. Paper presented at the annual meeting of the Council for Exceptional Children, Salt Lake City, UT.

*Kaplan, D., & Pollard-Durodola, S. D. (2005, December). A Spanish Names Test for Decoding Skills. Paper presented at the National Reading Conference, Orlando, Florida.

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*Pollard-Durodola, S. (2004, April). Beginning reading: Linguistic units and instructional strategies that facilitate word recognition in Latino kindergarten students who are learning to read in Spanish. Paper presented at the annual conference of the American Educational Research Association, San Diego, California.

*Vaughn, S., Prater, K., Pollard-Durodola, S. D., & Cárdenas-Hagan, E. (2004, December). Preventing reading difficulties among Spanish-Speaking children. Paper presented at the annual meeting of the National Reading Conference, San Antonio, TX.

*Vaughn, S., Linan-Thompson, S., Mathes, P., Pollard-Durodola, S. D., & Cárdenas-Hagan, E. (2003, May). The NICHD-OERI Biliteracy Research Network – Current Status: Update on Biliteracy Research Network. Paper presented at the annual meeting of the International Reading Association, Orlando, FL.

*Pollard-Durodola, S. (2003, April). Wesley Elementary: A beacon of hope for at-risk students. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois.

*Pollard-Durodola, S. (2003, August). Beginning reading: Linguistic units and instructional strategies that facilitate word recognition in Latino kindergarten students who are learning to read in Spanish. Paper presented at the University of Texas –Houston Health Science Center, Center for Academic and Reading Skills, Houston, Texas.

*Foorman, B. F., Held, M., & Pollard-Durodola, S. D. (2001, April). Characteristics of effective literacy instruction in high poverty locations: A look at eight model schools. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

*Held, M., & Pollard-Durodola, S. D. (2000, April). Components of an Effective Early Intervention Program. Paper presented at the annual meeting of the CORE Knowledge national Conference, Anaheim, CA.

C. Regional/Local PresentationsPollard-Durodola, S (2010, September). Providing instructional supports for English Language

Learners who struggle to read. Presented at the Region XIII Education Service Center Dyslexia Institute: Supporting the Needs of Dyslexic Students in General Education and Special Education, Austin, Texas.

Pollard-Durodola, S (2010, April). Providing instructional supports for English Language Learners who struggle to read. Presented at the Region IV Education Service Center Dyslexia Institute: Focus on English Language Learners, Houston, Texas.

Pollard-Durodola, S (2010, March). Providing instructional supports for English Language Learners who struggle to Read. Presented at the State Dyslexia Conference: Focus on English Language Learners, Lubbock, Texas.

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Pollard-Durodola, S. D., Gonzalez, J., Simmons, D. C., Simmons, L., & Davis, M. J. (2007, January). Principles for accelerating the vocabulary development and comprehension of children from low-income households: Phase I of Project WORLD research. Paper presented at the College of Education and Human Development Educational Research Exchange (ERE) at Texas A&M University, College Station, Texas.

Davis, M. J., Pollard-Durodola, S. D., Simmons, D.C., Gonzalez, J., Haynes, B., & Simmons, L. (2007, January). A study of shared book reading: What happens between once upon a time and happily ever after. Poster presented at the College of Education and Human Development Educational Research Exchange (ERE) at Texas A&M University, College Station, Texas.

Saenz-Padilla, R. E., Pollard-Durodola, S. D., Lara-Alecio, R., & Irby, B. (2007, January). Transfer of English language retelling skills in Spanish-speaking ELLs. Poster presented at the College of Education and Human Development Educational Research Exchange (ERE) at Texas A&M University, College Station, Texas.

Walichowski, M. F., Lara-Alecio, R., Irby, B., & Pollard-Durodola, S. D. (2007, January). Creating and validating an oral proficiency and vocabulary measure for young English language learners. Poster presented at the College of Education and Human Development Educational Research Exchange (ERE) at Texas A&M University, College Station, Texas.

Pollard-Durodola, S. (2005, January). Preventing reading difficulties in Spanish-speaking students. Paper presented at the College of Education and Human Development (CEHD) Research Symposium, College Station, Texas.

TRAINING/PROFESSIONAL DEVELOPMENTA. ResearchJuly 2005. Tier II training: Preventing reading difficulties among Spanish-Speaking children.

Lectura Proactiva/Early Reading Intervention. Workshop presented to teachers as part of the study, Project SAILS. Brownsville, TX.

April 2004. Conducting classroom observations - time sampling. American Institutes for Research. Houston, TX.

October 2003. Conducting classroom observations- time sampling. Pennsylvania State University. Houston, TX.

September 2003. Conducting classroom observations – time sampling. American Institutes for Research. Baltimore, MD.

B. In-Service

May 2009. Designing instruction to improve vocabulary outcomes for English Learners: From

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research to practice. Professional development workshop presented at the Texas Reading First (TRF) Advanced Coaching Institute (ACI). Houston, TX.

April 2008. Oral language development. Workshop presented to Preschool Teachers, Early Reading First, Milam Elementary School. Bryan, TX.

February 2008. Using data to impact instruction. Workshop presented to Preschool Teachers, Early Reading First, Milam Elementary School. Bryan, TX.

December 2007. Teaching phonemic awareness. Workshop presented to Preschool Teachers, Early Reading First, Milam Elementary School. Bryan, TX.

September 2005. Interventions for English language learners with reading difficulties. Workshop presented to ESL teachers, Rockdale School District. Portland, OR.

August 2000. Comprehension strategies that can make a difference. Workshop presented to teachers, Los Alamos Independent School District, Los Alamos, NM.

August 2000. What to do after the Texas Primary Reading Inventory. Workshop presented to Texas Educational Service Center Representatives. Center for Academic and Reading Skills, University of Texas - Houston Health Science Center, Houston, TX.

August 2000. Words that matter – Vocabulary acquisition. Part I: Semantic mapping. Houston Independent School District as part of “Early Interventions for Children with Reading Problems (NICHD Grant), Houston, TX.

July 2000. What research says about a balanced approach to reading. Professional development for teachers in Marion County Public School System, Ocala, FL.

January 2000. Words that matter – Vocabulary acquisition. Part II: Semantic feature analysis. Workshop presented to teachers in Houston Independent School District as part of the study, Early Interventions for Children with Reading Problems (NICHD Grant), Houston, TX.

August 1999. Comprehension strategies. Workshop presented to teachers in Houston Independent School District as part of the study, Early Interventions for Children with Reading Problems (NICHD Grant). Houston, TX.

PROFESSIONAL SERVICE TO EDUCATIONAL INSTITUTIONS

May 2011 - present. Curriculum Developer for the Hispanic Information and Telecommunications Network (“HITN”). Development of a curriculum framework for a U. S. Department of Education funded Ready to Read grant acquired by HITN that focuses on the vocabulary acquisition of dual-language (Spanish/English) preschool children via multi-media applications (iPads, iPhones, etc.). Brooklyn, NY.

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October 2011 – Present. En Nuestra Lengua Spanish Language School, Ann Arbor, MI. Collaboration with Dr. Teresa Satterfield, Department of Romance Languages and Dr. José Benkí, Institute for Social Research at the University of Michigan, Ann Arbor, in the implementation of the Spanish Project WORLD preschool shared book reading curriculum in a Spanish heritage school funded by UM Latin American and Caribbean Studies Program, UM Center for Educational Outreach, and the UM National Center for Institutional Diversity.

. TEACHING ACTIVITY – Texas A&M UniversityA. Courses TaughtEPSY 690 EPSY Special Topics: Action/Teacher ResearchEPSY 614 EPSY BIED Curriculum DevelopmentEPSY 689 EPSY Special Topics: Early Language and Literacy EPSY 685 Directed StudiesB. Doctoral Committee Co-ChairAlma Linda Contreras EPSY, Bilingual Education Program

Graduated Ph.D. StudentsNoelle Eason (2010) State funding and the equal educational opportunity of language

minority students: The Texas Public School finance mechanism and the extent to which English Language learners are equitably served

C. Doctoral Committee MemberGraduated Ph.D. StudentsJaime Berry (2011) Concept mapping and questioning on students’ organization and

retention of science knowledge while using interactive read-alouds Tracy Spies (2011) Academic Language Proficiency Development and its Impact on

Reading Comprehension: Within and across languagesAmber Bradshaw Penn (2010)Phonemic awareness and its impact on emerging Spanish literacy in bilingual classroomsMiranda Nava-Walichowski (2009) An alternative oral proficiency and expressive vocabulary

assessment of kindergarten English language learners (EPSY- Bilingual Education Program)

Clint Quinsenberry (2009) Murder, mayham, and mourning: A qualitative study of the reactions of homicide survivors (EPSY)

Ana Quiroz (2008) The effect of a multifaceted storybook reading and story retell as didactic tools on Hispanic/Latino second language learners (EPSY, Bilingual Education Program)

Kathleen Cox (2008) Literacy achievement of English language learners in 50/50 and 90/10 dual language programs (TLAC)

Eun Hye Cho (2008) Conversational repair strategies for ESL students (TLAC)Ramona Pittman (2007) Spelling, writing, and dialect (African-American vernacular)

(TLAC)Kylah Clark-Goff (2007) Pre-service teacher beliefs about English language learners

(TLAC)

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Tina Hertzbert (2006) The quality of brailed instructional materials produced in Texas public schools (EPSY)

Fuhui Tong (2006) Oral English development and its impact on emergent reading achievement: A comparative study of transitional bilingual and structured English immersion models (EPSY- Bilingual Education Program)

Current Ph.D. Students:Renata Burgess-Brigham Teaching Learning, and CultureAgustin Lara EPSY, Bilingual Education ProgramSuchen Xu EPSY, Bilingual Education ProgramEunho Cho EPSY, Bilingual Education ProgramDavid Daniel Jimenez EPSY, Bilingual Education ProgramAngela Borrero Cuebas EPSY, Bilingual Education ProgramKathy Marie Hogan Teaching, Learning, and CultureMargarita Huerta EPSY, Bilingual Education ProgramPolly Trevino EPSY, Bilingual Education ProgramRosy Saenz EPSY, Bilingual Education Program

Sandra Sandoval Teaching, Learning, and Culture, Reading & Language Arts Program

Temporary Advisor of Doctoral StudentsKatharina VergaraSergio CamarilloClaudia NemeElba BarahonaKarina McNeely Aburto

D. Masters Committee C0-ChairGraduated 2011Yvette Barrera EPSY, Bilingual Education Program

Graduated 2009:Hannah Fountain EPSY, Special EducationCarol Jobe-Howe EPSY, Bilingual Education Program

Graduated 2008:Irma Guerra EPSY, Bilingual Education Program

Graduated 2007:Alma Linda Contreras EPSY, Bilingual Education ProgramGloria Harris EPSY, Bilingual Education ProgramAshley Leonards EPSY, Bilingual Education Program Maria Godinez EPSY, Bilingual Education ProgramMarina Gonzalez EPSY, Bilingual Education ProgramKathryn Knowles EPSY, Bilingual Education Program

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Daniel Martin EPSY, Bilingual Education ProgramMichelle Hesse EPSY, Bilingual Education Program

Graduated 2006: Jorge Alvarado EPSY, Bilingual Education Program Jaime Berry Teaching, Learning, and Culture, Reading & Language ArtsJoni Eberle EPSY, Bilingual Education ProgramLaura Hernandez EPSY, Bilingual Education ProgramLilia Hinojosa EPSY, Bilingual Education ProgramDavila Humberto EPSY, Bilingual Education ProgramJennifer Deaton EPSY, Bilingual Education ProgramDario Villota EPSY, Bilingual Education Program

Masters Committee ChairEboni Bailey EPSY, Bilingual Education Program

Masters Committee Co-ChairYvette Barrera EPSY, Bilingual Education Program

Committee MemberHeidi Son EPSY, Bilingual Education Program

Temporary Advisor of Masters StudentsMartha Flowers EPSY, Bilingual Education ProgramLili Pecsh EPSY, Bilingual Education ProgramOTHER PROFESSIONAL EXPERIENCEServe as Ad Hoc Reviewer:A. International/National2011 – present Early Childhood Research Quarterly2010- present Editorial Board, Reading and Writing Quarterly2010- present Journal of Educational Psychology2009 Panel Reviewer for SIG, Bilingual Education Research

2010 American Educational Research Committee2009 Panel Reviewer for Division C – Learning and Instruction,

Section 1: Reading, Writing, and Language Arts2010 American Educational Research Committee

2002 – present Brookes Publishing 2007 – 2008 Bilingual Research Journal2007 - present Classroom Observation SIG, American Educational Research2007 Journal of Educational Assessment2007 Classroom Observation SIG, American Educational Research Association2007 Bilingual Education SIG, American Educational Research Association2007 Vocabulary SIG, American Educational Research Association2007 Division C: Learning & Instruction, American Educational Research

Association2004 – 2006 Journal of Reading and Writing

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B. Regional/Local2004 Grant Reviewer, Texas Reading First Initiative for Grades K-3. Texas

Education Agency.2003 Texas State Reading Initiative – State/National Advisory Committee for

Fourth Grade Reading Academies.2003 Grant Reviewer, Texas Reading First Initiative for Grades K-3. Texas

Education Agency.2001 State Reading Initiative – State/National Advisory Committee for Second

Grade Reading Academies.2001 State Evaluator – Brownsville Reads. Brownsville Independent School

District.2000 Grant Reviewer, Reading Excellence and Academic Development for

Texas (Read for Texas) – Local Reading Improvement Grants. Texas Reading Excellence Act Initiative.

C. University2005 – 2006 Faculty Judge, Texas A & M Student Research Week, CEHD Task Force to

review the report from the President’s office, “Improving the Undergraduate Experience”Faculty Representative for Commencement, EPSY

2004 – 2005 Faculty Representative for Commencement, EPSY

D. College of Education and Human Development2010 Journal Editor Guidelines Committee2010 - Present Distance Education Faculty Committee

E. Department2009 – Current Bilingual/ESL Collaborative2007 – 2008 Search Committee Member, EPSY Department Head, EPSY Search Committee Member, Bilingual Education Programs, EPSY2006 – 2007 Search Committee Member, Bilingual Education Programs, EPSY

Search Committee Member, EPSY Department Head, EPSY2005 – 2006 Promotion to Associate Professor and Tenure Workgroup, EPSY

Search Committee Member, Bilingual Education Programs, EPSY 2004 – 2005 Grant Reviewer for First Steps doctoral student grants (EPSY)

Search Committee Member, Teaching, Learning, & CultureSABE Identity and Research Committee

COMMUNITY SERVICETeachers College-Columbia University, Alumni Mentor ProgramMount Holyoke College, Alumni Mentor Program

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