Dr. Sharolyn Pollard-Durodola Exemplifies Inclusive Excellence

Dr. Sharolyn Pollard-Durodola embodies Inclusive Excellence through her scholarly work, attending to the prevention and intervention of language and literacy difficulties (Spanish and English). Central to her scholarship is an interest in developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers, and investigating ways to improve the quality of language and literacy practices of teachers and parents of young English language learners (ELLs) and non-ELLs who are at risk for reading difficulties. Dr. Pollard-Durodola is an Associate Professor in the Child, Family, and School Psychology (CFSP) program.

For the past ten years, her work has focused on accelerating oral language and content knowledge (science and social studies) through intensified shared book reading practices with young language learners (English language learners, native speakers of English) in school and home settings. As co-principal investigator in an Institute of Education Sciences (IES) grant-funded research project, Project Words of Oral Reading and Language Development (WORLD), she has collaborated with faculty from Texas A & M (Dr. Jorge Gonzalez, PI; Dr. Deborah Simmons, Co-PI) and the University of Texas – Pan American (Dr. Laura Saenz, Co-PI) to design and implement the WORLD interactive book reading approach in high poverty school and home settings.

In 2014, Dr. Pollard-Durodola received a grant from the University of Denver Internationalization Council for her project: International Perspectives on Bilingual Education. This grant allowed her to provide a keynote speech in Hanoi, Vietnam (August, 2014) at the Consortium to Advance School Psychology- International (CASP-I) Conference. The title and topic of her keynote speech was An Examination of Language, Literacy, and Socio-emotional Needs of Young Emerging Bilinguals: A Responsive and Proactive School Approach. This international experience and collaboration presented Dr. Pollard-Durodola the opportunity to form networks with other researchers whose scholarship attend to the oral language, literacy, and socio-emotional needs of children from high poverty settings who are also acquiring literacy in two or more languages. We look forward to her continued dedication to inclusive excellence.

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