Nonie K. Lesaux, Assistant Professor at the Harvard Graduate School of Education reports that ESL kindergarteners may read better than native English speakers. Her research results came from a 5-year longitudinal study that examined the development of reading from kindergarten through grade four of language minority learners who entered mainstream classrooms with little or no proficiency in English, and the effectiveness of an early literacy-intervention model. Specific information nthe literacy program is provided. The article is coming out in the latest volume of the Developmental Psychology. To read more visit the following webpage http://hugse9.harvard.edu/gsedata/resource_pkg.profile?vperson_id=55035
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.