Robert+S.+Rueda


 * By: Carlos Corrales**

Robert S. Rueda is a professor in the department of Psychology in Education at the Rossier School of Education at the University of Southern California. His research is on sociocultural processes in teaching/learning interactions related to academic achievement (especially reading) in at-risk and language minority students and students with learning handicaps; how children acquire and use literacy; and the assessment of learning and achievement. At this time affiliated with two national research centers -- CREDE (Center for Research on Education, Diversity and Excellence), and CIERA (Center for the Improvement of Early Reading Achievement). Robert S. Rueda is a member of the National Literacy Panel. In conjunction with Diane August and Claude Goldenberg, he contributed to three chapters in the book Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.

Robert S. Rueda graduated with a degree in Psychology from UCLA in 1972. He then received a Masters’ degree in Psychiatric Social work from the University of Southern California in 1974. He received his PhD in 1979 from the University of California, Los Angeles in Educational Psychology with a specialization in Special Education. His dissertation is titled “Referential Communication Between Moderately Retarded Adolescents". From 1981 to 1982 he attended the University of California, San Diego and became a Post Doctoral Research Fellow in the Laboratory of Comparative Human Cognition.
 * Education**

Sociocultural Influences on the Literacy Attainment of Language-Minority Children and Youth. Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. August, Diane (Ed); Shanahan, Timothy (Ed); pp. 269-318. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, 2006. xvi, 669 pp.
 * Major Study**

The report’s purpose was to identify, assess, and synthesize research targeting Language-Minority students, with regard to their attainment of literacy. There were six questions used to guide the study: (1) What is the influence of immigration (generation status and immigration circumstances)? (2) What is the influence of differences in discourse and interaction characteristics between children's homes and classrooms? (3) What is the influence of other sociocultural characteristics of students and teachers? (4) What is the influence of parents and families? (5) What is the influence of policies at the district, state, and federal levels? (6) What is the influence of language status or prestige? From the study, it be assume that language status might influence the attainment of the language. In addition, being a member of the low-status language has a negative affect on self-concept, motivation, and opportunities compared to a high-status language member. There is much more research needed in this area to draw accurate conclusions.

Monzo, L., & Rueda, R. (2006). A Sociocultural Perspective on Acculturation: Latino Immigrant Families Negotiating Diverse Discipline Practices. Education and Urban Society, 38(2), 188-203.
 * Research Studies**

Rueda, R., Monzo, L., & Higareda, I. (2004). Appropriating the sociocultural resources of Latino paraeducators for effective instruction with Latino students: Promise and problems. Urban Education, 39(1), 52-90.

Rueda, R., & Yaden, D. (2006). The literacy education of linguistically and culturally diverse young children: An overview of outcomes, assessment, and large-scale interventions. In B. Spodek & O.N. Saracho (Eds.), Handbook of Research on the Education of Young Children, 2nd Ed.. (pp. 167-186).Mahwah, NF: Lawrence Erlbaum Assoc., Pub

MacGillivray, L., Rueda, R., & Martinez, A. (2004). Listening to inner city teachers of English language learners: Differentiating literacy instruction. In F.B. Boyd, C.H. Brock, & M.S. Rozendal, M.S. (Eds.), Multicultural and multilingual literacy and language contexts and practices. (pp. 144-160). New York: Guilford Press.

Yaden, D., Rueda, R., Tsai, T., & Esquinca, A. (2004). Issues in early childhood education for English learners: Language proficiency assessment, professional development, and the outcomes of early literacy intervention. In O.N. Saracho & B. Spodek (Eds.), Contemporary perspectives on language policy and literacy instruction in early childhood education. (pp. 215-242). Greenwich, CT: Information Age Publishing.

Alternative Instructional Models of Effective Bilingual Education. This study is funded by the Haynes Foundation. The study is set to begin on July 2007.
 * Future and Studies in Progress.**

Teacher’s Beliefs about Motivational Factors Affecting Student Reading. This study is currently in progress.

http://www.usc.edu/dept/education/CUE/robert/biography.htm http://www.usc.edu/dept/education/CUE/robert/publications.htm http://www-rcf.usc.edu/~rueda/ http://www-rcf.usc.edu/~rueda/robert's%20vita.pdf
 * Websites**

Professor Psychology in Education Rossier School of Education Waite Phillips Hall, 601B 3470 Trousdale Parkway University of Southern California Los Angeles, California 90089-4036 Fax: (213) 740-2367 E-mail: rueda@usc.edu
 * Contact**