Latest article: Does preschool matter in predicting reading difficulties for Spanish-Speaking Students.

One of my artic

les has been recently published by Learning Disabilities: A Contemporary Journal Vol 6(1), pp. 71-86, (2008).

The study looked at 234 Spanish-speaking bilingual preschoolers from pre-k to 1st grade. We wanted to predict whether skills they learned in preschool impacted their academic reading skills in 1st grade. Our results say YES! English vocabulary, English recalling skills, Spanish vocabulary and Spanish word reading skills all significantly Australia contributed to the children ability online casino to read in 1st grade casino. SO WHAT does this mean?

Don't let the Spanish go in exchange for English. The more they know in Spanish the more they know in English and the less problems in school, home and the community. Be proud!!!

To access the article and read more details on the study please visit their website at www.ldwo



Claudia Rinaldi View All →

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 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.

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