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Rebecca Silverman

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Rebecca D. Silverman

Associate Professor

rdsilver@stanford.edu

Assistant: Cherylynn Walker

Biography

My research is focused on the language and literacy development and instruction of early childhood and elementary age children from diverse backgrounds. I am particularly interested in how to best support children who may have difficulty in learning to read and write. I conduct both exploratory and experimental research. In my exploratory work, I have studied the relationship between language skills and reading and writing outcomes. I have also examined the association between instructional practice and students literacy development. In my experimental work, I have investigated interactive and extended read alouds, peer learning, multimedia supports, and small group intervention for diverse learners. In both my exploratory and experimental research, my goal is to shed light on innovative ways for facilitating the language and literacy development of diverse learners in order to ensure that all children have the opportunity to become proficient readers and writers in school and beyond.

Other Titles

Associate Professor of Education

Program Affiliations

CTE
CTE: Literacy, Language, and English Education
DAPS
Learning Sciences and Technology Design (LSTD)
Race, Inequality, and Language in Education (RILE)
(MA) STEP

Research Interests

Child Development | Early Childhood | Elementary Education | Literacy and Language | Parents and family issues | Teachers and Teaching | Technology and Education

See a full list of GSE Faculty research interests >

Recent Publications

Silverman, R. D., & Hartranft, A. M. (2019). Observational research on vocabulary and comprehension in upper elementary school classrooms. Learning through language: Towards an educationally informed theory of language learning. Cambridge, UK: Cambridge University Press.

Silverman, R. D., Artzi, L., McNeish, D. M., Hartranft, A. M., Martin-Beltran, M., & Peercy, M. (2019). The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 56, 106–16.

Proctor, C. P., Silverman, R. D., Harring, J. R., Jones, R. L., & Hartranft, A. M. (2019). Teaching bilingual learners: Effects of a language-based reading intervention on academic language and reading comprehension in fourth and fifth grade. Reading Research Quarterly.

Rebecca Silverman in the News

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