Sharolyn D Pollard‐Durodola
Biographic Data
| ID | 5806809 |
|---|---|
| NAME | Sharolyn D Pollard‐Durodola |
| GIVEN NAMES | Sharolyn D |
| FAMILY NAME | Pollard‐Durodola |
| SIGNATURE | DURODOLA S D P |
| AFFILIATIONS | University of Nevada, Las Vegas |
| ORCID | 0000-0001-5569-7667 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals
This study was part of a larger three-year investigation of the effectiveness of a small-group, content-focused (science, social studies) preschool shared book reading vocabulary intervention implemented with Spanish-speaking emergent bilinguals enrolled in a one-way dual-language bilingual program. A subset of bilingual preschool teachers (N = 23), representing treatment teachers from each of the three intervention years, was observed to underst…
Perceptions of Black faculty encounters with racism through a collaborative autoethnographical lens
Foreign-born scholars as allies from non-advantaged minoritized groups have historically provided critical insights about the racism that is directed at Black people in a racially driven U.S. society. The current collaborative autoethnography is based on the intersecting paths of three university faculty, a Black female scholar and two international J-1 scholars, who documented through personal narratives the racism that is directed at Black facu…
The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners
The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes
Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers’ perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual teachers believed the shared book reading vocabulary approach was effective and could be feasibly mana…
Parent and teacher ratings of Spanish-speaking Latino preschoolers’ behaviors
The effects of content-related shared book reading on the language development of preschool dual language learners
Enhancing preschool children's vocabulary
An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish
Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after receiving instructional guidance (i.e., curriculum implementation, distributed professional development,…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
Linguistic Units and Instructional Strategies That Facilitate Word Recognition for Latino Kindergarteners Learning to Read in Spanish
This article describes the usage of linguistic units and instructional strategies that facilitate word recognition for Latino kindergarten students who are beginning to read in Spanish. This case study was based on coding videotaped reading and language arts instruction of two bilingual kindergarten teachers at the beginning, middle, and end of the school year using the Elements of Word Identification Instruction (Denton, Mathes, & Anthony, 2002)…
Wesley Elementary
Academic success of at-risk, African American students in inner-city environments is not due to chance but is the result of a culmination of factors. This study describes the characteristics of Wesley Elementary that are supported by research on effective schools. The researcher, formerly a Title I Coordinator/Reading Specialist at Wesley, interviewed three teachers who had taught at Wesley along with the former principal, Dr. Thaddeus Lott. An e…
The effects of content-related shared book reading on the language development of preschool dual language learners
Enhancing preschool children's vocabulary
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners
An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish
Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after receiving instructional guidance (i.e., curriculum implementation, distributed professional development,…
Wesley Elementary
Academic success of at-risk, African American students in inner-city environments is not due to chance but is the result of a culmination of factors. This study describes the characteristics of Wesley Elementary that are supported by research on effective schools. The researcher, formerly a Title I Coordinator/Reading Specialist at Wesley, interviewed three teachers who had taught at Wesley along with the former principal, Dr. Thaddeus Lott. An e…
Wesley Elementary
Academic success of at-risk, African American students in inner-city environments is not due to chance but is the result of a culmination of factors. This study describes the characteristics of Wesley Elementary that are supported by research on effective schools. The researcher, formerly a Title I Coordinator/Reading Specialist at Wesley, interviewed three teachers who had taught at Wesley along with the former principal, Dr. Thaddeus Lott. An e…
Linguistic Units and Instructional Strategies That Facilitate Word Recognition for Latino Kindergarteners Learning to Read in Spanish
This article describes the usage of linguistic units and instructional strategies that facilitate word recognition for Latino kindergarten students who are beginning to read in Spanish. This case study was based on coding videotaped reading and language arts instruction of two bilingual kindergarten teachers at the beginning, middle, and end of the school year using the Elements of Word Identification Instruction (Denton, Mathes, & Anthony, 2002)…
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment…
An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish
Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after receiving instructional guidance (i.e., curriculum implementation, distributed professional development,…
Enhancing preschool children's vocabulary
The effects of content-related shared book reading on the language development of preschool dual language learners
The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes
Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers’ perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual teachers believed the shared book reading vocabulary approach was effective and could be feasibly mana…
Parent and teacher ratings of Spanish-speaking Latino preschoolers’ behaviors
The Effects of a Science and Social Studies Content Rich Shared Reading Intervention on the Vocabulary Learning of Preschool Dual Language Learners
The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals
This study was part of a larger three-year investigation of the effectiveness of a small-group, content-focused (science, social studies) preschool shared book reading vocabulary intervention implemented with Spanish-speaking emergent bilinguals enrolled in a one-way dual-language bilingual program. A subset of bilingual preschool teachers (N = 23), representing treatment teachers from each of the three intervention years, was observed to underst…
Perceptions of Black faculty encounters with racism through a collaborative autoethnographical lens
Foreign-born scholars as allies from non-advantaged minoritized groups have historically provided critical insights about the racism that is directed at Black people in a racially driven U.S. society. The current collaborative autoethnography is based on the intersecting paths of three university faculty, a Black female scholar and two international J-1 scholars, who documented through personal narratives the racism that is directed at Black facu…
Psychology (11 works) · Mathematics education (9 works) · Pedagogy (9 works) · Linguistics (8 works) · Reading (process (8 works) · Reading and Literacy Development (8 works) · Teaching method (7 works) · Vocabulary development (7 works) · Literacy (6 works) · Vocabulary (6 works)