Alan Crawford

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Professor Emeritus

Address:
Los Angeles California

Other information

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MAJOR FIELDS

Reading/writing/critical thinking, active learning (focus on former Soviet Union, Africa, Latin America)

Emergent literacy

Curriculum and methods of teaching reading, English and Spanish

Reading and the language minority and/or bilingual student

Second language acquisition, language policy, and bilingual education

Adult literacy (focus on developing countries - Latin America, Africa)

EDUCATION

University of California, Los Angeles 1970, Ed.D., Curriculum and Instruction
California State University, Los Angeles 1967, M.A., Elementary Curriculum
Occidental College 1963, B.A., Education

EXPERIENCE

Critical Thinking International, Inc.
Director 2005-

California State University, Los Angeles
Professor of Education, Acting Associate Dean for Academic Affairs, Department Chair
1969-2002

Universidad Pedagógica Nacional, Oaxaca, Mexico
Visiting Professor 2002

U. S. Embassy, Baku, Azerbaijan
Professional-in-Residence 1999-2000

Reading and Writing for Critical Thinking Project
Coordinator 1998-2000

Universidad Andina, Quito, Ecuador
Fulbright Senior Scholar and Visiting Professor 1996-1997

UNESCO, Paris
Senior Literacy Specialist, 1989-1990 Paris (sponsored by U.S. Department of State)

Los Angeles Unified School District
Research/evaluation specialist, elementary teacher, grades 2-6, remedial reading, ESL 1963-1969

PUBLICATIONS

1. Books

  • Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2008). All Children Read: Teaching for Literacy in Today’s Diverse Classrooms (second edition). New York: Allyn & Bacon.
  • Gillet, J. W., Temple, C., & Crawford, A. (2007). Understanding Reading Problems: Assessment and Instruction (Seventh Edition). New York: Addison Wesley Longman.
  • Crawford, A., Saul, W., Mathews, S., & Makinster, J. (2005). Teaching and Learning Strategies for the Thinking Classroom. Amsterdam: International Debate Education Association (IDEA).
  • Temple, C., Ogle, D., Crawford, A. N., & Freppon, P. (2005). All Children Read: Teaching for Literacy in Today’s Diverse Classrooms (first edition). New York: Allyn & Bacon.
  • Gillet, J. W., Temple, C., & Crawford, A. N. (2004). Understanding Reading Problems: Assessment and Instruction (Sixth Edition). New York: Addison Wesley Longman.
  • Gillet, J. W., Temple, C., Crawford, A. N., Mathews, S. R., & Young, J. P. (2000). Understanding Reading Problems: Assessment and Instruction (5th Edition). New York: Addison Wesley Longman.
  • Crawford, A. N. (2000) A study of inservice education and classroom teaching practices in Azerbaijan: Into the 21st century. Baku, Azerbaijan: United States Public Affairs Section, US Embassy, 68 pp.
     

2. Staff Development Guidebooks

  • Temple, C., A. Crawford, and D. Ogle (2004). Teaching for Active and Cooperative Learning. Santiago, Dominican Republic: Pontificia Universidad Católica Madre y Maestra/USAID.
  • Crawford, A., D. Ogle, and Temple, C. (2004). Focus on Comprehension. Santiago, Dominican Republic: Pontificia Universidad Católica Madre y Maestra/USAID.
  • Temple, C., A. Crawford, and D. Ogle (2004). Helping Literacy Emerge. Santiago, Dominican Republic: Pontificia Universidad Católica Madre y Maestra/USAID.
     

3. Student Textbooks

  • Crawford, A. N. et al (1997). Invitaciones a la literatura (K-5). Thirteen anthologies with ancillary materials. Boston: Houghton Mifflin.
  • Crawford, A. N. et al (1997). Transitions to Literacy. Boston: Houghton Mifflin.
  • Crawford, A. N. et al (1993). Celebremos la Literatura (K-5). Thirteen anthologies with ancillary materials. Boston: Houghton Mifflin.
  • Crawford, A. N. et al (1993). Houghton Mifflin Reading: The Literature Experience (K-8). Fourteen anthologies with ancillary materials. Boston: Houghton Mifflin.
  • Crawford, A. N. et al (1991). Houghton Mifflin Reading: The Literature Experience (K-8). Fourteen anthologies with ancillary materials. Boston: Houghton Mifflin.
  • Crawford, A. N. and R. B. Barrera (1990). Literatura en Español de Houghton Mifflin (K-6). Twenty-one anthologies, teacher’s manuals, and student response books. Boston: Houghton Mifflin.
  • Crawford, A. N., Senior Consultant (1989), Houghton Mifflin Literature. Boston: Houghton Mifflin.
  • Crawford, A. N., Consultant (1988), Houghton Mifflin English. Boston: Houghton Mifflin.
  • Crawford, A. N. and R. B. Barrera (1987). Programa de Lectura en Español de Houghton Mifflin (K-6). Thirteen student anthologies with teacher’s editions, student response books, ancillary materials. Boston: Houghton Mifflin.
  • Crawford, A. N. and R. N. Barrera (1987). Houghton Mifflin Transition Program. Three volume program for transition from Spanish to English reading. Boston: Houghton Mifflin.
  • Crawford, A. N., Consultant (1980), Prueba de Lenguaje/Language Arts Assessment. Northvale, NJ: Santillana.
     

4. Edited Volumes

  • Crawford, A. N. (Ed.) (1999). Guía práctica para programas de alfabetización de adultos en los países en desarrollo. Quito, Ecuador: Centro de Educación y Promoción Popular.
  • Crawford, A. N. (Ed.) (1995). A Practical Guidebook for Adult Literacy Programmes in Developing Nations. Paris: UNESCO.
     

5. Chapters in Books

  • Crawford, A. N. (in press). Communicative approaches to second language acquisition: From oral language development into the core curriculum and L2 literacy. In C. F. Leyba (Ed.), Schooling and language minority students: A theoretical framework (3nd ed.). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
  • Crawford, A. (2003). Communicative approaches to second language acquisition: The bridge to second language literacy. In G. García (Ed.), English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association, pp. 152-181.
  • Crawford, A. N. (2002). Bilingual education in Latvia. Bilingual education in Latvia: International expertise. Riga: Soros Foundation, pp. 40-62. (Bilingvlā izglītība Latvijā: starptautiskā ekspertīze. Bilingvālā izglītība Latvijā.)
  • Crawford, A. N. (2002). Estrategias para promover la comprensión lectora en la escuela primaria. Lectura comprensiva temprana. Lima, Perú: Ministerio de Educación y GTZ, pp. 91-102.
  • Crawford, A. N. & Cadenas, H. (2001). Métodos comunicativos para la adquisición de una segunda lengua. In R. Pichún S. (Ed.), Formación docente inicial en educación intercultural bilingüe: La dimensión curricular. Iquitos, Perú: Abya Yala, pp. 53-67.
  • Crawford, A. N. (2001). Estragegias para promover la comprensión lectora en la escuela primaria. Lectura comprensive temprana: Antología. Lima, Perú: Ministerio de Educación, Proyecto Reforma de Formación Magisterial (PROFORMA), pp. 167-173.
  • Crawford, A. N. (2000). Strategies for teaching reading and writing to English learners. In J. W. Gillet, C. Temple, A. N. Crawford, S. R. Mathews, & J. P. Young, Understanding Reading Problems: Assessment and Instruction. New York: Addison Wesley Longman, pp. 416-453.
  • Crawford, A. N. (1997). Estrategias para promover la comprension lectora en la escuela primaria. In M. Lavadenz and C. Velasco (Eds.), Hacia un futuro sin fronteras (pp. 77-85). Santa Barbara: University of California Linguistic Minority Research Institute.
  • Crawford, A. N., Allen, R. V., and Hall, M. (1995). The language experience approach. In A. N. Crawford (Ed.), A Practical Guidebook for Adult Literacy Programmes in Developing Nations (pp. 17-46). Paris: UNESCO.
  • Crawford, A. N. (1995). Language policy, second language learning, and literacy. In A. N. Crawford (Ed.), A Practical Guidebook for Adult Literacy Programmes in Developing Nations (pp. 9-16). Paris: UNESCO.
  • Crawford, A. N. (1994). Communicative approaches to second language acquisition: From oral language development into the core curriculum and L2 literacy. In C. F. Leyba (Ed.), Schooling and language minority students: A theoretical framework (2nd ed., pp. 79-131). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles.
  • Crawford, A. N. (1993). Literature, integrated language arts, and the language minority child: A focus on meaning. In A. Carrasquillo and C. Hedley (Eds.), Whole Language and the Bilingual Learner (pp. 61-75). Norwood, NJ: Ablex.
  • Crawford, A. N. (1992). Estudiantes de alto riesgo: Estrategias para promover su comprensión lectora. In A. Arellano-Osuna (Ed.), Memorias del primer congreso de las Américas sobre lectoescritura (pp. 254-263.). Mérida, Venezuela: Universidad de los Andes.
  • Crawford, A. N. (1991). Ten best ideas for reading teachers of language minority students. In E. Fry (Ed.), Ten best ideas for reading teachers (pp. 40-41). New York: Addison-Wesley.Crawford, A. (1991). Integration evaluation reports: Overcrowded schools programs. In Outstanding practice in educational research and evaluation: 1989 (pp. 143-177). Bloomington: Center on Evaluation Development Research, Phi Delta Kappa.
  • Crawford, A. N. (1989). La comprensibilidad de textos en español del nivel primario: Fórmula y gráfico. In Leer en la escuela: Nuevas tendencias en la enseñanza de la lectura (pp. 274-283). Madrid: Fundación Germán Sánchez Ruipérez, Ediciones Pirámide.
     

6. Journal Articles

  • Crawford, A. N. (2002). Bilingual education in the United States: A window on the Latvian situation. Intercultural Education (Netherlands), 13/4, 375-389.
  • Firsov, G., Mathews, S., & Crawford, A. (2001). Introducing new international teaching standards.
  • Thinking Classroom: A Journal of Reading, Writing and Critical Reflection (International Reading Association), 3, 35-39.
  • Crawford, A. N. (2000). A study of in-service education and classroom practices in Azerbaijan: Into the XXI century. Journal of Azerbaijani Studies, 3, No. 1, 1-25.
  • Crawford, A. N. (1994). Estrategias para promover la comprensión lectora en estudiantes de alto riesgo. Lectura y Vida, 15/1, 21-27.
  • Wiebe, J. H., Heim, J.D., & Crawford, A. N. (1987). Snails, statistics, and computers. School Science and Mathematics, 87, 665-671.
  • Crawford, A. N. (1985). Fórmula y gráfico para determinar la comprensibilidad de textos del nivel primario en castellano. Lectura y Vida, 6/4, 18-24.
  • Crawford, A. N. (1985). Test Review: Prueba de desarrollo inicial del lenguaje. The Reading Teacher, 38, 428-431.
  • Crawford, A. N. (1984). Test review: Prueba de lectura y lenguaje escrito. The Journal of Reading, 28, 148-151.
  • Crawford, A. N. (1984). A Spanish language Fry-type readability procedure: Elementary level. Bilingual Education Paper Series. Los Angeles: National Evaluation, Dissemination, and Assessment Center for Bilingual Education, 7, 1-17. ERIC ED 273119.
  • Crawford, A. N. (1983). Book Review: Alas para la mente. The Computing Teacher, 11, 23-24.
  • Crawford, A. N. (1982). Research update: Second language acquisition. California Reader, 16, 17-20.
  • Crawford, A. N. (1981). Research update: Native language reading instruction. California Reader, 14, 7-8.
  • Crawford, A. N. (1970). A pilot study of computer-assisted drill and practice in seventh grade remedial mathematics. California Journal of Educational Research, 21, 170-181.
     

7. Invited Publications

  • Crawford, A. N. (2001). Valodas politika un otrās valodas apgūŝana: Lasīŝana un rakstīŝana. TilTS, 1, Published in Latvia in Latvian and Russian. (Language policy and second language acquisition: Reading and writing).
  • Crawford, A. et al (2001). Project Certification Standards and Procedures: The Reading and Writing for Critical Thinking Project. Newark, DE (Tirana, Albania): International Reading Association/Open Society Institute, 1-45.
  • Crawford, A. N. et al (1997). The Role of Phonics in Invitaciones. Boston: Houghton Mifflin.
  • Crawford, A. (1988). UNESCO, literacy and the fourth Collective Consultation of NGO’s on Literacy. Asian Literacy and Reading Bulletin, 2, 8-9.
  • Crawford, A. N. (1987). Literacy and UNESCO non-governmental organizations. Asian Literacy and Reading Bulletin, 1, 16.
  • Crawford, A. N. (1987). Sheltered English instruction in the elementary science program. National Science Foundation, Project No. 8470130. 11 pp.
  • Crawford, A. N. (1986). Communicative approaches to ESL: A bridge to reading comprehension. Claremont Reading Conference Yearbook. Claremont, CA: Claremont Reading Conference, 292-305.
  • Crawford, A. N. (1982). From Spanish reading to English reading: The transition process. Claremont Reading Conference Yearbook. Claremont, CA: Claremont Reading Conference, 159-165.
     

8. Evaluation Studies

  • Crawford, A. N. Reading Instruction Development Program (RIDP) 1998-99. Program Evaluation and Research Branch, Los Angeles Unified School District, pp. 1-42.
  • Crawford, A. N. Overcrowded schools programs. Integration Evaluation Report, 1989-90, 563/3, Los Angeles Unified School District, 1-79, 140-185.
  • Crawford, A. N. Traveling students support service study. Integration Evaluation Report, 1989-90, 563/5, Los Angeles Unified School District, 172-214.
  • Crawford, A. N. et al. Integration evaluation report executive summary and introduction. Integration Evaluation Reports, 1988-89, 548/1, Los Angeles Unified School District, 1-35.
  • Crawford, A. N. Overcrowded schools programs. Integration Evaluation Report, 1988-89, 548/3, Los Angeles Unified School District, 1-107.
  • Crawford, A. N. Suspension of traveling students in integration programs from school buses. Integration Evaluation Report, 1988-89, 548/6, Los Angeles Unified School District, 1-56.
  • Crawford, A. N. Overcrowded schools programs. Integration Evaluation Reports, 1987-88, 523/3C, Los Angeles Unified School District, 1-101.
  • Crawford, A. N. Suspension study. Integration Evaluation Reports, 1987-88, 523/4B, Los Angeles Unified School District, 234-276.
  • Crawford, A. N. Overcrowded schools programs. Integration Evaluation Reports, 1986-87, 504/3C, Los Angeles Unified School District, 1-152.
  • Crawford, A. N. Effective management practices in year-round schools. Integration Evaluation Reports: Overcrowded Schools Programs, 1985-86, Los Angeles Unified School District, 35-119.
  • Crawford, A. N. Title VII Evaluation Report. Los Angeles Unified School District, 1984-85; 1985-86; 1986-87; 1987-88; 1988-89.
  • Crawford, A. N. Awareness and communication throughout the school-secondary. An ESEA Title IVC Project, Los Angeles Unified School District, 1981, 44 pp.; 1982, 48 pp.
  • Crawford, A. N. Confluent Teaching of English As a Second Language. An ESEA Title IVC Project, Los Angeles Unified School District, 1979, 88 pp.; 1980, 78 pp; 1981, 80 pp.
  • Crawford, A. N. Confluent Teaching of Foreign Languages. An ESEA Title IVC Project, Los Angeles Unified School District, 1978, 62 pp; 1979, 73 pp.; 1980, 61 pp.
  • Crawford, A. N. Aides to Career Education: An Evaluation. A Vocational Education Project, Part B, Los Angeles Unified School District, 1974, 48 pp., ERIC ED 107877; 1975, 54 pp., ERIC ED 117419; 1976, 26 pp., ERIC ED 136071; 1977, 23 pp.; 1978, 27 pp.
  • Crawford, A. N. Extending Reading Comprehension Through Language Transfer (Latin). An ESEA Title IVC Project, Los Angeles Unified School District, 1976, 57 pp.; 1977, 106 pp.; 1978, 69 pp.
  • Crawford, A. N. Computer Support for the Instructional Program. An ESEA Title IVC Project, Los Angeles Unified School District, 1975, 193 pp.; 1976, 46 pp.; 1977, 58 pp.
  • Crawford, A. N. A Design for Reading: Evaluation Report. Demonstration Reading Project, AB 938, Pomona Unified School District, 1973, 82 pp.
  • Crawford, A. N. Prescription-Assessment Resource Center: An Evaluation. An ESEA Title III Project, Los Angeles Unified School District, 1973, 63 pp.; 1974, 57 pp.; 1975, 64 pp.
  • Crawford, A. N. Area Program for Enrichment Exchange. A Model Cities East/Northeast Apex Project, Los Angeles Unified School District, 1972, 66 pp.; 1973, 48 pp.
  • Crawford, A. N. Augmented Reading Implementation Project: Evaluation Report. An ESEA Title I Project, Pomona Unified School District, 1971, 81 pp.; 1972, 87 pp.
  • Crawford, A. N. A Longitudinal Study of the Los Angeles Non-Public Schools ESEA Program, 1969- Los Angeles Unified School District, 1971, 49 pp.
     

HONORS AND AWARDS

Elected to National Conference on Research in Language and Literacy (NCRLL), 2001

Fulbright Senior Scholar Award, 1996-97, Ecuador

Distinguished Alumnus Award, California State University, Los Angeles, 1994

AERA Outstanding Policy Study Award, Division H, American Educational Research Association, 1992, for Crawford, A. N. et al, Integration Evaluation Report Executive Summary. Integration Evaluation Reports, 1990-91, Los Angeles Unified School District

AERA Outstanding Policy Study Award, Division H, American Educational Research Association, 1990, for Crawford, A. N. et al, Integration Evaluation Report Executive Summary and Introduction. Integration Evaluation Reports, 1988-89, 548/1, Los Angeles Unified School District, pp. 1-35

California Reading Association, John Martin Distinguished Service Award, 1989

AERA Outstanding Policy Study Award, Division H, American Educational Research Association, 1989, for Crawford, A. N., Overcrowded Schools Programs. Integration Evaluation Reports, 1987-88, 523/3C, Los Angeles Unified School District, pp. 1-101

President’s Distinguished Professor Award, California State University, Los Angeles, 1987-88

Outstanding Professor Award, California State University, Los Angeles, 1981-1982

Outstanding Teacher of Teachers Award, Association of Mexican-American Educators, 1985

Election to Phi Kappa Phi Honor Society, 1983

LANGUAGE COMPETENCIES

Fluent oral and written Spanish
Fair oral and written French

SUMMARY OF MAJOR PROFESSIONAL EXPERIENCES

  • Harvard Literacy Institute, Cambridge, MA, participant, June 2001; presenter, January 2002
  • International Reading Association
    • Chair, International Partnerships for Critical Thinking/Active Learning Special Interest Group, 2002-2003
    • Member, Editorial Board, Lectura y Vida, Buenos Aires, 1987-
    • Editorial Board Reviewer and Member of Advisory Board, Thinking Classroom/Peremena, 2002-05
  • IRA Representative to UNESCO Collective Consultation of Non-Governmental Organizations on Literacy and Education for All, Paris, Bangkok, Istanbul, Quito, Hamburg, Cairo, Tokyo, 1987-95
    • Co-President, 1987-88, Bangkok, Istanbul, Paris; Co-Rapporteur, 1991-93, Paris, Cairo, Paris
    • IRA Representative to International Task Force on Literacy, 1987-1989, Toronto; Chantilly, France; Berlin; Mombasa, Kenya
    • Member, Advisory Committee, Reading Today, 1991-94
    • Chair, Structure of IRA Committee, 1989-91
    • Member, IRA International Development Coordinating Committee, 1989-92
    • Member, IRA African Projects Committee, 1989-92
    • Member, IRA International Literacy Year Committee, 1988-89
    • Chair, ad hoc Committee on Alternate Forms of IRA Membership, 1987-89
    • Chair, IRA International Development in the United States Committee, 1985-87
    • Member, IRA Publications Committee, 1983-85


MAJOR CONSULTANT ACTIVITIES

International consultations: long-term

  • UNESCO, Paris (1989-90) - Senior Literacy Specialist, Education Sector - literacy

International consultations: short-term

  • School-Family-Society Association, Tbilisi, Georgia; June 2007; second language acquisition
  • Ministry of Education, Monrovia, Liberia; Open Society Institute; June 2007; critical thinking, active learning
  • Fundación LEER, Buenos Aires/Misiones; February, August, December, 2006; March, 2007; emergent literacy
  • Roma Education Project, World Bank; Cluj, Romania; October 2005, January, June, 2006; emergent literacy and assessment
  • Minister of Education, El Salvador, USAID, and FEPADE; San Salvador; August, October, December, 2006; emergent literacy, beginning reading and writing
  • International Step by Step Association annual meeting, Bratislava, October 2006; emergent literacy and beginning and writing in Argentina and Southeastern Europe (Romania, Moldova, Slovenia, Slovakia, Bulgaria, and Croatia)
  • Open Society Institute, New York; CEPP and UTSAM, Quito and Machala, Ecuador, May-June and October 2005; June 2006; critical thinking and active learning
  • International RWCT Consortium, Kiev, Ukraine; March 2006
  • School-Family-Society Association, Tbilisi, Georgia; November 2005; second language acquisition
  • Fundación LEER, Buenos Aires; June, September, 2005; critical thinking and active learning
  • UNESCO/Tanzanian Ministry of Education and Culture, April, 2005; literacy policy for curriculum development, materials development, and teacher training
  • Ministry of Education and APELEC, Peru, November, 2004; literacy
  • Ministry of Education, Panama, July, September 2004; Spanish as a second language; reading comprehension
  • USAID/ Universidad Pontificia de Santiago, Santiago, Dominican Republic, March, May, June, 2004; active learning and critical thinking in emergent literacy
  • UNESCO/Tanzanian Ministry of Education and Culture, May, September 2003; active learning
  • USAID/GTZ, Guatemala, April 2003; Spanish as a second language
  • International Reading Association/Soros Foundation, Guatemala, November 2003; April 2003; January, May 2002; critical thinking and active learning
  • Universidad de Ciego de Avila, Cuba, February 2003; short courses on reading comprehension/critical thinking; second language acquisition
  • Universidad de Nariño, Pasto, Colombia, November 2002; reading comprehension, L2 acquisition
  • Congreso Nacional,Lima, Peru, November 2002; constructivist approach to reading, L2 acquisition
  • Open Society Institute, Riga, Latvia, March and October 2002; March and September 2001; April, July, and October 2000; bilingual education models, language policy, second language acquisition
  • Centro Colombo Americano, Medellin, Colombia, August 2002; reading comprehension, critical thinking, and active learning; second language acquisition
  • FLACSO/UNESCO/CEPP, Quito, Ecuador; July 2002; adult literacy
  • Universidad de Ciego de Avila, Ciego de Avila, Cuba; April 2002; short courses on literacy, second language acquisition
  • International Reading Association, Guatemala City, Guatemala, February and May 2002; critical thinking seminars
  • Ministry of Education/German Foundation for Development (GTZ), Lima, Peru, November and May 2001, January 2001, December 2000; language policy, second language acquisition, and literacy
  • Universidad Pedagógica Nacional, Oaxaca, Mexico, “Enseñando al niño: el desarrollo de la lengua materna y la segunda lengua a partir de la lectoescritura” (Teaching the child: Developing L1 and L2 from oral language through reading and writing), February and July 2001
  • Khazar University, Baku, Azerbaijan, IREX, July 2001 – Seminars on second language acquisition and critical thinking
  • International Reading Association/Open Society Institute, Brasov, Romania, June 2001 -
  • Certification of critical thinking trainers
  • International Reading Association/Open Society Institute, Bishkek, Kyrgyzstan, March 2001; March 2000; December 1997; March-April, August and November 1998- reading/writing/critical thinking; Matrahaza, Hungary, June 1998
  • Montenegro Education Reform Project, Herceg Novi, Montenegro (Yugoslavia), November 2000; principles of inservice education; conducting survey research in formerly socialist countries
  • Open Society Institute, Sinaia, Romania, July 2000; critical thinking strategies; assessment
  • Reading and Writing for Critical Thinking Project, Keszthely, Hungary, July 2000; assessing teacher critical thinking behaviors
  • Programa Docente Inicial en Educación Bilingüe, DANIDA, Iquitos, Perú, May 2000; lenguaje integral en educación bilingüe (whole language in bilingual education)
  • Professional-in-Residence, US Department of State/US Embassy, Baku, Azerbaijan, September 1999-January 2000; classroom practices and needs assessment for inservice education in Azerbaijan
  • Ministry of Education and Culture/German Foundation for International Development (GTZ)/ University of Cuenca, Ecuador, June 1999; December 1998 - consultation on teaching reading and second language to indigenous populations in Ecuador (Quechua, Shuar, and Chakchi)
  • International Reading Association/Open Society Institute, Tallinn, Estonia, March 1999 – reading/writing/critical thinking
  • Ministry of Education/German Foundation for International Development (GTZ), La Paz, Bolivia, October 1997 - consultation on Spanish-as-a-second-language for indigenous populations in Bolivia
  • Ministry of Education/Her Majesty’s Service, British High Commission/International Reading Association, Belize City, Belize, Central America, August 1997 - consultation on teaching Spanish-as-a-second-language to Creole, Garífuna, and Maya-speaking populations
  • UNESCO, Nairobi, Kenya, March 1997 - consultation and workshops on literacy
  • Ministries of Education, Labor, and Agriculture, Quito, Ecuador, Fall 1996 - consultations on literacy and second language acquisition
  • Ministry of Education/German Foundation for International Development, La Paz, Bolivia, July 1996 - consultation on teaching Spanish-as-a-second-language to indigenous populations in Bolivia
  • UNESCO/OREALC/UNICEF, Santa Cruz de la Sierra, Bolivia, April 1996 - Taller Internacional “El aprendizaje de lenguas en poblaciones indígenas en América Latina”
  • Ministry of Science and Education/U.N.D.P./UNESCO, Ulaanbaatar, Mongolia (February 1994; May-June 1994; July-August 1995) - adult literacy, training of non-formal education teacher-trainers for nomadic women’s literacy project in Gobi desert
  • Ministry of Education and Asociación Peruana de Lectura, Lima, Perú (November 1994; January 1995) - whole language
  • Ministry of Education/USAID, Managua, Nicaragua (July 1994) - emergent literacy
  • Ministry of Education, Quito, Ecuador (March 1994) - adult basic education and literacy Oficina Regional de Educación para América Latina y el Caribe (OREALC/UNESCO), Santiago de Chile (November-December, 1992) - reading comprehension/literacy
  • Centro de Educación y Promoción Popular (CEPP), Quito, Ecuador (1989- ) - adult literacy
  • Centro de Documentación e Información de los Movimientos Sociales del Ecuador (CEDIME), Quito, Ecuador (1990-91) - literacy for children and adults
  • National consultations (selected)
  • Family Health International (USAID projects in Latin America), Raleigh, North Carolina, (1992) - readability of informed consent forms in English and Spanish
  • Juárez and Associates (USAID project in Guatemala), Los Angeles (1992) - literacy
     

SELECTED GRANTS

  • International Research and Exchanges Board (IREX)/Khazar University, Baku, Azerbaijan (2001)
  • CSU Foundation/Weingart Foundation, CSU Intern 2000/PDA (1997-2001) $250,000
  • ARCO/LAAMP Foundation, Language Acquisition (1996-99) $66,000
  • California Reading/Literature Project, California Department of Education (Principal Investigator) (1996-98) $140,000 (continuing grants)
  • International Research and Exchanges Board (IREX) - travel grant to bring Vice Minister of Education of Mongolia to California for continuing collaboration (1995) $3,600
  • UNESCO, Andean Regional Adult Literacy Seminar, Quito, Ecuador (1994) $35,000
  • National Science Foundation - Principal Investigator (1989-91, 1975-76, 1974-75)
  • International Reading Association, Whipple Grant for International Literacy Project (1987-88)
  • National Science Foundation (Co-P. I. with D. Paulson, Professor of Chemistry) (1984-86)
  • University of California Learning From Text Research Project (1983-85)
     

RESEARCH AND EVALUATION ACTIVITIES (selected past activities)

  • Professional-in-Residence at U.S. Embassy; evaluation of inservice education and classroom teaching practices in Azerbaijan; Baku, Azerbaijan; United States Public Affairs Section (2000)
  • Evaluator, AB 1086 Outside Resource Providers (Balanced Reading), LAUSD (1999)
  • LEARN Evaluator, Roscoe Elementary School, Los Angeles Unified School District (1994-97)
  • Evaluator, Los Angeles Unified School District ESEA Title VII Programs, Canoga Park Elementary School, Fourth Street School (1992-97)
  • Evaluation Planning Team, Los Angeles School District Student Integration Programs (1986-93)
  • Principal Investigator, Effective Management Practices Study, Year-Round Schools Program, Los Angeles Unified School District (1985-86)
  • Member, Evaluation Team, Los Angeles Unified School District Integration Program (1979-1986)
  • Learning from Text Project, University of California (1983-85)
  • Project Evaluator for programs funded under ESEA Title I, III, IVC, VII, ESAA, Vocational Education Act, AB 938, and Model Cities in Los Angeles and Pomona Unified School Districts
     

EDITORIAL, PEER REVIEW, and LEADERSHIP ASSIGNMENTS

  • International Reading Association, Lectura y Vida (1987- ), Editorial Board
  • Georgian Association for Education and Literacy; Tbilisi, Georgia; member of Governing Board
  • RWCT International Consortium, Vilnius, Thinking Classroom/Peremena (2005- ), Chair, Advisory Board
  • RWCT International Consortium, Vilnius, Thinking Classroom/Peremena (2005- ), Board Reviewer
  • International Reading Association, Thinking Classroom/Peremena (Russian) (2002-2005), Board Reviewer
  • National Reading Conference, reviewer of proposals for annual conference (1997, 1998)
  • Association of Mexican American Educators (AMAE), AMAE Journal (1986- ), referee