Claude Goldenberg
Biographic Data
| ID | 107114 |
|---|---|
| NAME | Claude Goldenberg |
| GIVEN NAMES | Claude |
| FAMILY NAME | Goldenberg |
| SIGNATURE | GOLDENBERG C |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0003-1928-9433 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 263 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 9 |
Reading Wars, Reading Science, and English Learners
Learning and developing as a reader are more complicated in a language the reader is simultaneously learning to speak and understand. This challenge is faced by millions of English learners (ELs) who are in all‐English programs and must therefore learn to read, write, and develop as readers and writers while learning and becoming proficient in English. The author summarizes what is known about teaching ELs beginning and more advanced reading skil…
Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis
This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. …
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexic…
The Arizona home language survey: The under-identification of students for English language services
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experime…
Community Literacy Resources and Home Literacy Practices Among Immigrant Latino Families
This paper reports relationships among communities, families, and Spanish-speaking children's language and literacy development in kindergarten and grade 1. Findings from a study of 35 communities show that communities with greater concentrations of Latinos are less likely to have printed materials, and available materials are more likely to be in Spanish. Communities with higher income and education levels have more literacy materials in English…
Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities
Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities
Drawing on data from 14 communities in California and Texas, this paper examines the variability in language and literacy resources across communities with large numbers of Latino families. Spanish-speaking children live in communities that vary considerably with respect to language use, ethnic composition and education levels. Children's community experiences vary with respect to exposure to English and Spanish and in terms of access to print ma…
Community Contexts for Literacy Development of Latina/o Children
Cause or Effect? A Longitudinal Study of Immigrant Latino Parents' Aspirations and Expectations, and Their Children's School Performance
How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do parents' aspirations or expectations influence children's school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immi…
Analyzing Cultural Models and Settings to Connect Minority Achievement and School Improvement Research
To improve schooling and achievement in a diverse society requires units of analysis that tap into significant structures, processes, and dynamics of culture as they affect individual students and schools. These units must be sensitive to variability among individuals within seemingly homogenous groups and to similarities between apparently heterogeneous communities. This article presents and illustrates 2 such units of analysis: cultural setting…
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language inp…
Reflections on the relationship between language, curriculum content and instruction 1
In a ‘formative experiment’ (following Newman et ah, 1989), twenty‐seven 4th‐grade students transitioning from Spanish to English read a short story (in English) about two mischievous friends and then participated in one of two video‐taped lessons by the same teacher: (1) a theme‐based discussion following a format called Instructional Conversation, or (2) a more conventional ‘basal‐like’ reading comprehension lesson. The same content was thus ap…
The concept of educación: Latino family values and American schooling
Discourse processes in instructional conversations: Interactions between teacher and transition readers
Generations of educators since the time of Socrates have argued for a kind of teaching that helps students develop the ability to comprehend complex ideas and texts. This kind of teaching might be particularly important for low‐income, cultural‐minority students learning a second language, many of whom continue to be at risk for underachievement in school. We propose that “instructional conversations” (Tharp & Gallimore, 1988, 1989) might be one …
The social construction and subjective reality of activity settings: Implications for community psychology
A major focus of the article is the idea that activity settings are in part social constructions of the participants. The socially constructed “meaning” of an activity setting is a complex mix of ecological, cultural, interactional, and psychological features. These features may be observed and assessed, directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of actors. Empirical illus…
Instructional conversations beget instructional conversations
Effects of Literacy Materials from School on Latino Children's Home Experiences and Early Reading Achievement
Yearlong case studies of 10 Hispanic kindergartners were conducted. Findings indicated that (1) the school had a large impact on children's home literacy experiences, (2) photocopied storybooks and work sheets sent home by children's teachers stimulated literacy experiences that were unique to each in some ways but similar in others, (3) although children in classrooms using photocopied storybooks had higher literacy test scores, the use of bookl…
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
Two first-grade Hispanic girls in the same classroom were studied for a year by means of qualitative and naturalistic methods. Paradoxically, the child for whom the teacher held low expectancies did extremely well in her reading achievement; in contrast, the child for whom the teacher held high expectancies did poorly. These paradoxical “effects” are understandable if we consider what the teacher thought and did in a broader context, that is, her…
Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement
Reforming schools depends on the interplay between research and local knowledge. This article uses examples from a multiyear project to improve reading achievement of Spanish-speaking children. Achieving changes was partially dependent on local action and understanding of the local school culture. It could not be done exclusively through reference to research knowledge, no matter how compellingly documented in the national literature
Parents' Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Parents’ Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and …
Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills
This article investigates the role Hispanic parents played in nine first-grade children's acquisition of word-recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the schoo…
Cause or Effect? A Longitudinal Study of Immigrant Latino Parents' Aspirations and Expectations, and Their Children's School Performance
How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do parents' aspirations or expectations influence children's school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immi…
Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement
Reforming schools depends on the interplay between research and local knowledge. This article uses examples from a multiyear project to improve reading achievement of Spanish-speaking children. Achieving changes was partially dependent on local action and understanding of the local school culture. It could not be done exclusively through reference to research knowledge, no matter how compellingly documented in the national literature
Analyzing Cultural Models and Settings to Connect Minority Achievement and School Improvement Research
To improve schooling and achievement in a diverse society requires units of analysis that tap into significant structures, processes, and dynamics of culture as they affect individual students and schools. These units must be sensitive to variability among individuals within seemingly homogenous groups and to similarities between apparently heterogeneous communities. This article presents and illustrates 2 such units of analysis: cultural setting…
The social construction and subjective reality of activity settings: Implications for community psychology
A major focus of the article is the idea that activity settings are in part social constructions of the participants. The socially constructed “meaning” of an activity setting is a complex mix of ecological, cultural, interactional, and psychological features. These features may be observed and assessed, directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of actors. Empirical illus…
Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills
This article investigates the role Hispanic parents played in nine first-grade children's acquisition of word-recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the schoo…
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language inp…
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experime…
Instructional conversations beget instructional conversations
Reading Wars, Reading Science, and English Learners
Learning and developing as a reader are more complicated in a language the reader is simultaneously learning to speak and understand. This challenge is faced by millions of English learners (ELs) who are in all‐English programs and must therefore learn to read, write, and develop as readers and writers while learning and becoming proficient in English. The author summarizes what is known about teaching ELs beginning and more advanced reading skil…
Parents’ Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Discourse processes in instructional conversations: Interactions between teacher and transition readers
Generations of educators since the time of Socrates have argued for a kind of teaching that helps students develop the ability to comprehend complex ideas and texts. This kind of teaching might be particularly important for low‐income, cultural‐minority students learning a second language, many of whom continue to be at risk for underachievement in school. We propose that “instructional conversations” (Tharp & Gallimore, 1988, 1989) might be one …
Effects of Literacy Materials from School on Latino Children's Home Experiences and Early Reading Achievement
Yearlong case studies of 10 Hispanic kindergartners were conducted. Findings indicated that (1) the school had a large impact on children's home literacy experiences, (2) photocopied storybooks and work sheets sent home by children's teachers stimulated literacy experiences that were unique to each in some ways but similar in others, (3) although children in classrooms using photocopied storybooks had higher literacy test scores, the use of bookl…
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
Two first-grade Hispanic girls in the same classroom were studied for a year by means of qualitative and naturalistic methods. Paradoxically, the child for whom the teacher held low expectancies did extremely well in her reading achievement; in contrast, the child for whom the teacher held high expectancies did poorly. These paradoxical “effects” are understandable if we consider what the teacher thought and did in a broader context, that is, her…
Community Literacy Resources and Home Literacy Practices Among Immigrant Latino Families
This paper reports relationships among communities, families, and Spanish-speaking children's language and literacy development in kindergarten and grade 1. Findings from a study of 35 communities show that communities with greater concentrations of Latinos are less likely to have printed materials, and available materials are more likely to be in Spanish. Communities with higher income and education levels have more literacy materials in English…
Reflections on the relationship between language, curriculum content and instruction 1
In a ‘formative experiment’ (following Newman et ah, 1989), twenty‐seven 4th‐grade students transitioning from Spanish to English read a short story (in English) about two mischievous friends and then participated in one of two video‐taped lessons by the same teacher: (1) a theme‐based discussion following a format called Instructional Conversation, or (2) a more conventional ‘basal‐like’ reading comprehension lesson. The same content was thus ap…
Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis
This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. …
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexic…
Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities
Community Contexts for Literacy Development of Latina/o Children
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and …
Low-Income Hispanic Parents' Contributions to Their First-Grade Children's Word-Recognition Skills
This article investigates the role Hispanic parents played in nine first-grade children's acquisition of word-recognition skills. Two parents, by directly helping children learn the school's reading curriculum, made the greatest contribution to children's achievement. All parents, despite their low socioeconomic status, were capable of helping their children and expressed willingness to do so. However, there was no systematic attempt by the schoo…
Methods, Early Literacy, and Home‐School Compatibilities: A Response to Sledge et al
Sledge, Blot, and Delisle's objections to a previous article are examined critically. While Sledge et al. raise a number of interesting methodological and substantive issues, many of their objections are based either on a misreading of the article or on incorrect inferences they make. The issues of continuity and discontinuity in Hispanic children's home‐school experiences is discussed in relation to (1) parent and school educational values, and …
Parents' Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Parents’ Effects on Academic Grouping for Reading: Three Case Studies
This paper examines parents’ effects on children’s academic group placement. It suggests that parental involvement might affect children’s reading achievement through its effect on a child’s academic grouping. Naturalistic case studies of three Hispanic first graders at risk for reading failure are presented. In two cases, parents facilitated the children’s reading achievement in one, or both, of two ways: through home teaching of the school read…
Local Knowledge, Research Knowledge, and Educational Change: A Case Study of Early Spanish Reading Improvement
Reforming schools depends on the interplay between research and local knowledge. This article uses examples from a multiyear project to improve reading achievement of Spanish-speaking children. Achieving changes was partially dependent on local action and understanding of the local school culture. It could not be done exclusively through reference to research knowledge, no matter how compellingly documented in the national literature
Instructional conversations beget instructional conversations
Effects of Literacy Materials from School on Latino Children's Home Experiences and Early Reading Achievement
Yearlong case studies of 10 Hispanic kindergartners were conducted. Findings indicated that (1) the school had a large impact on children's home literacy experiences, (2) photocopied storybooks and work sheets sent home by children's teachers stimulated literacy experiences that were unique to each in some ways but similar in others, (3) although children in classrooms using photocopied storybooks had higher literacy test scores, the use of bookl…
The Limits of Expectations: A Case for Case Knowledge about Teacher Expectancy Effects
Two first-grade Hispanic girls in the same classroom were studied for a year by means of qualitative and naturalistic methods. Paradoxically, the child for whom the teacher held low expectancies did extremely well in her reading achievement; in contrast, the child for whom the teacher held high expectancies did poorly. These paradoxical “effects” are understandable if we consider what the teacher thought and did in a broader context, that is, her…
The social construction and subjective reality of activity settings: Implications for community psychology
A major focus of the article is the idea that activity settings are in part social constructions of the participants. The socially constructed “meaning” of an activity setting is a complex mix of ecological, cultural, interactional, and psychological features. These features may be observed and assessed, directly and indirectly, in terms of personnel, cultural values, tasks, scripts for conduct, and motives and purposes of actors. Empirical illus…
The concept of educación: Latino family values and American schooling
Discourse processes in instructional conversations: Interactions between teacher and transition readers
Generations of educators since the time of Socrates have argued for a kind of teaching that helps students develop the ability to comprehend complex ideas and texts. This kind of teaching might be particularly important for low‐income, cultural‐minority students learning a second language, many of whom continue to be at risk for underachievement in school. We propose that “instructional conversations” (Tharp & Gallimore, 1988, 1989) might be one …
Reflections on the relationship between language, curriculum content and instruction 1
In a ‘formative experiment’ (following Newman et ah, 1989), twenty‐seven 4th‐grade students transitioning from Spanish to English read a short story (in English) about two mischievous friends and then participated in one of two video‐taped lessons by the same teacher: (1) a theme‐based discussion following a format called Instructional Conversation, or (2) a more conventional ‘basal‐like’ reading comprehension lesson. The same content was thus ap…
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language inp…
Cause or Effect? A Longitudinal Study of Immigrant Latino Parents' Aspirations and Expectations, and Their Children's School Performance
How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do parents' aspirations or expectations influence children's school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immi…
Analyzing Cultural Models and Settings to Connect Minority Achievement and School Improvement Research
To improve schooling and achievement in a diverse society requires units of analysis that tap into significant structures, processes, and dynamics of culture as they affect individual students and schools. These units must be sensitive to variability among individuals within seemingly homogenous groups and to similarities between apparently heterogeneous communities. This article presents and illustrates 2 such units of analysis: cultural setting…
Community Contexts for Literacy Development of Latina/o Children
Community Literacy Resources and Home Literacy Practices Among Immigrant Latino Families
This paper reports relationships among communities, families, and Spanish-speaking children's language and literacy development in kindergarten and grade 1. Findings from a study of 35 communities show that communities with greater concentrations of Latinos are less likely to have printed materials, and available materials are more likely to be in Spanish. Communities with higher income and education levels have more literacy materials in English…
Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities
Variability in Community Characteristics and Spanish-Speaking Children's Home Language and Literacy Opportunities
Drawing on data from 14 communities in California and Texas, this paper examines the variability in language and literacy resources across communities with large numbers of Latino families. Spanish-speaking children live in communities that vary considerably with respect to language use, ethnic composition and education levels. Children's community experiences vary with respect to exposure to English and Spanish and in terms of access to print ma…
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experime…
The Arizona home language survey: The under-identification of students for English language services
How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish
This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were tested on Spanish oral language and reading skills in fall and spring of Grades 1 and 2. Children in Mexic…
Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Crisis
This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) approaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL treatments with a business-as-usual control condition and with each other. Schools in both treatment groups received reading materials and teacher training. LWL villages also received support to enrich home and community literacy ecologies. …
Reading Wars, Reading Science, and English Learners
Learning and developing as a reader are more complicated in a language the reader is simultaneously learning to speak and understand. This challenge is faced by millions of English learners (ELs) who are in all‐English programs and must therefore learn to read, write, and develop as readers and writers while learning and becoming proficient in English. The author summarizes what is known about teaching ELs beginning and more advanced reading skil…
Psychology (21 works) · Pedagogy (17 works) · Mathematics education (14 works) · Sociology (14 works) · Parental Involvement in Education (12 works) · Literacy (10 works) · Reading (process (10 works) · Reading and Literacy Development (10 works) · Developmental psychology (8 works) · Linguistics (8 works)