Dr. Shira Lubliner

Shira Lubliner, Ed.D. Associate Professor Department of Teacher Education College of Education and Allied Studies California State University, East Bay B.A., 1974, University of California, Los Angeles M.A., 1975, University of Judaism Ed.D. University of San Francisco
Shira Lubliner has been an educator for thirty years, working as a classroom teacher (most recently at Ayers Elementary School in Concord), a private school principal, and a teacher educator. She completed her doctorate in Learning and Instruction at the University of San Francisco and is currently an assistant professor of Teacher Education at California State University, East Bay. Dr. Lubliner mentors credential students, teaches pre-service and graduate level reading courses, and conducts classroom-based research in local elementary schools. Shira Lubliner is the author of the articles, The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-learning Skills and Reading Comprehension (Journal of Literacy Research, 2005), Go Look It Up: Dictionary Instruction Revisited (California Reader, 2005), Help for Struggling Upper Grade Readers, (The Reading Teacher, 2004). She also published the books, Nourishing Vocabulary (Corwin, 2008), Getting Into Words: Vocabulary Instruction that Strengthens Comprehension (Brookes Publishing Company, 2005) and A Practical Guide to Reciprocal Teaching, (Wright Group/McGraw-Hill, 2001). She co-authored a chapter with Elfrieda Hiebert in What Research Has to Say about Vocabulary Instruction (In Press, International Reading Association), a chapter in the National Reading Council Yearbook, Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction, with Judith Scott and Elfrieda Hiebert (2006). She and Dana Grisham were awarded the Elva Knight Grant in 2007, by the International Reading Association, for their work on cognate assessment.  Dr. Lubliner presents workshops for teachers on vocabulary instruction and reading comprehension throughout the country.	Biographical Sketch
The effects of comprehensive vocabulary development instruction on reading comprehension and vocabulary acquisition The effects of vocabulary instruction in narrowing the achievement gap The effects of cognate instruction on the vocabulary and comprehension of Latino/a students	Research Agenda
The Cognate Assessment Project, Elva Knight Research Grant, , International Reading Association, Received June 1, 2006, 10,000, For February 1, 2007 to August 31, 2008, Teach and Assess Cognate Knowledge of Spanish Speaking Students	Grant Award
Lubliner, Shira and Scott, Judith (2008). Nourishing Vocabulary: A Well-Balanced Diet for Word Learning. Book. Corwin Press. Hiebert, Elfrieda & Lubliner, Shira (2008). The Nature, Learning, and Instruction of General Academic Vocabulary. In A. Farstrup & J. Samuels (Eds.) What research has to say about vocabulary instruction. Book. (Chapter). International Reading Association. Scott, J., Lubliner, S. & Hiebert, E. (2006). Constructs Underlying Word Selection and Assessment Tasks in the Archival Research on Vocabulary Instruction. 55th Yearbook of of the National Reading Conference. (264-275). National Reading Conference. Shira Lubliner with Linda Smetana (2005). Getting Into Words: Vocabulary Instruction that Strengthens Comprehension. Book. Brookes. Lubliner, S. & Smetana, L. (2005). The Effect of Comprehensive Vocabulary Instruction on Title I Students Metacognitive Word Learning Skills and Reading Comprehension. Journal of Literacy Research. Lubliner, S. (2005). "Go Look It Up": Dictionary Instruction Revisited. California Reader. Lubliner, S. (2004). Help for Struggling Upper Grade Readers. The Reading Teacher. Lubliner, S. (2001). Reciprocal teaching:An alternative to gate keeping practices. Classroom Leadership (ASCD). (Nov). Lubliner, S. (2001). A practical guide to reciprocal teaching. Book. Wright/McGraw-Hill.	Publications
Top Ten Ways to Teach Vocabulary, November 7, 2008, Conference for the Advancement of Reading, CSU Chancelor's Office Cognates and Academic Language: The Keys to Comprehension for Spanish-Speaking Students, May 7, 2008, Atlanta, International Reading Associaiton An Analysis of Spanish-English Cognates, March 26, 2008, New York, American Educational Research Association Keynote Address: Getting Students Into Words: Vocabulary Instruction that Strengthens Comprehension and Achievement, February 7, 2008, Portland, Oregon Reading Association Assessing Spanish/English Bilingual Students' Knowledge of Cognates of Varying Levels of Transparency, November 29, 2007, Austin, Texas, National Reading Conference Featured Speaker: Knowing What They Know: Vocabulary Assessment that Strengthens Learning Outcomes, November 9, 2007, Southern California, California Reading Association Preparing Teachers to Accelerate Students' Vocabulary Acquisition, October 26, 2007, Los Angeles, CSU Center for the Advancement of Reading Vocabulary Instruction that Strengthens Comprehension, August 14, 2007, Wasua, Wisconsin, Wisconsin Department of Public Instruction Vocabulary Instruction that Strengthens Comprehension, August 9, 2007, San Francisco, San Francisco Unified School District Vocabulary Instruction that Strengthens Comprehension, August 6, 2007, Milwaukee, Wisconsin Department of Public Instruction Vocabulary Instruction that Strengthens Comprehension, June 28, 2007, Milwaukee, Wisconsin Department of Public Instruction Vocabulary Instruction that Strengthens Comprehension, February 7, 2007, Milwaukee, Reading First Coaches, Wisconsin Department of Public Instruction Vocabulary Instruction that Strengthens Comprehension, December 5, 2006, San Francisco, Principals - San Francisco Unified School District Vocabulary Instruction that Strengthens Comprehension, October 21, 2006, San Francisco, San Francisco Unified School District Vocabulary Instruction that Strengthens Comprehension, September 30, 2006, San Francisco, San Francisco Unified School District	Presentations
Vocabulary Presentation to the Regional Technical Assistance Center, California Reading First (Dec. 9, 2005) Vocabulary Presentation to the Placer County Office of Education/Placer Area Reading Council, free of charge (Sept. 15, 2005) Vocabulary Presentation to the Gateway Reading, free of charge Council (March 5, 2005) Promote Student Learning through Vocabulary Development: How Vocabulary Affects All Forms of Literacy and Academic Achievement, Day of the Teacher, CSUEB Concord Presentation to the Contra Costa Reading Association (East County), free of charge	Professional Service
	Other Accomplishments
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