Georgia+Earnest+Garcia



[|Dr. Georgia Earnest Garcia]
Submitted by: Maribel Villegas

Dr. Garcia is a Professor in the Language and Literacy Division, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign. She is also appointed in the Department of Educational Policy Studies. Dr. Georgia Earnest Garcia is a faculty affiliate with the Latinas/Latinos Studies Program.
 * In 1988 to 1994, Dr. Garcia was a Senior Research Scientist at the Center for the Study of Reading.
 * In 1993, Dr. Garcia was awarded the Faculty Award for Excellence in Graduate Teaching, Advising, and Research by the Council of Graduate Students in Education.
 * In 1993 to 1996, Dr. Garcia was a Fellow in the Bureau of Educational Research.
 * Dr. Garcia served on the Assessment Task Force, National Council on Education Standards and Testing.
 * In 1997, she was named a College of Education Distinguished Scholar.
 * In 1997 to 2000, Dr. Garcia was elected to the Board of Directors of the National Reading Conference.
 * In 2000, Dr. Garcia was a member of Reading Study Group on Skillful Reading, RAND.
 * In 2002 to 2004, Dr. Garcia was a member of the National Literacy Panel on language minority students, Institute of Education Sciences.

**Dr. Georgia Earnest Garcia's work:**
Past research projects have focused on the literacy instruction, assessment, and development of students (preschool - 8) from diverse linguistic and cultural backgrounds, with a special interest in bilingual students' reading. Current research interests include investigating cross- linguistic transfer in bilingual students' reading and writing (Spanish-English speakers and Chinese-English speakers), the literacy engagement and motivation of bilingual students, and the use of new forms of literacy assessments with students from diverse backgrounds. She is also interested in studying how assessments and instructional reform efforts affect the reading instruction and performance of students from diverse backgrounds.

=

 * Title:** [|Reading Instruction and Educational Opportunity at the Middle School Level. Technical Report No. 622]=====
 * Source:** //Report: ED392014. 28pp. Nov. 1995//A study using qualitative methods, as part of a 2-year collaborative university/middle school effort, to understand the instructional reading practices in effect at the seventh-grade level and to investigate whether any of the practices might be related to differential reading performance of the school's African-American students. Few teachers tended to emphasize whole-class instruction, oral reading, and the coverage of required texts, practices not oriented toward helping low readers improve thier reading. The low reading performance of the African-American students was affected by the school's use of homogeneous grouping, overrepresentation of African Americans in the low classes, and by the type of reading instruction offered in these classes. If middle-school students are to improve thier literacy capabilities, and if past inequities are to be overturned, then middle school experts and faculty, along with literacy experts, need to work together to develop a literacy curriculum.

**Other research studies:**

 * 1) Garcia, G.E., (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children. //Reading Research Quarterly,// v26, n4, p371-92.
 * 2) Garcia, G.E., (1992). The literacy assessment of second-language learners. //Report CSR-TR-559,// 23pp.
 * 3) Garcia, G.E., (1992). Understanding classroom communication from an ethnographic perspective. //Report ED351720, 17pp.//
 * 4) Garcia, G.E., Godina, H., (1994). Bilingual preschool children's participation in classroom literacy activities: "once upon a time" and its alternatives. //Report: ED381770,//14pp.
 * 5) Garcia, G.E., (1994). Equity challenges in authentically assessing students from diverse backgrounds//. Educational Forum//, v59, n1, p64-73.
 * 6) Garcia, G.E., (1998). Mexican-Amercan bilingual students' metacognitive reading strategies: what's transferred, unique, probematic? //National Reading Conference Yearbook,// v47, p253-63.

Web-based links:
[|http://www.csr.ed.uiuc.edu] http://www.ber.org/About.html http://www.education.pitt.edu/cgse http://www.cal.org/projects/archive/natlitpanelmembers.html

**Contact:**
Professor at University of Illinois at Urbana-Champaign Curriculum & Instruction 396 Education Building 1310 S. 6th MC 708 217-333-7048 gegarcia@uiuc.edu