Nogueron-Liu, Silvia

Research

research overview

In her instruction and scholarship, Dr. Nogueron-Liu aims focuses on supporting the ways current and future teachers can understand and apply evidence-based reading instruction and assessment for all learners. Her work particularly looks closely at how technology can facilitate reading development, analysis of reading curriculum and assessment.

keywords

reading instruction and assessment, digital literacies, home-school family partnerships

Publications

selected publications

chapter
- Best Practices for Whom?. 210-228. 2024
- Literacy instruction and digital innovation: Trends and affordances for digital equity in classrooms. 2020
- Rethinking digital resources in adult and family literacy: Immigrant parents’ perspectives in a digital literacy program. 27-48. 2019
- Welcoming Schools 2018
- Heteroglossic practices in the online publishing process: Complexities in digital and geographical borderlands. 179-198. 2014
journal article
- Bilingual Families' Perspectives on Literacy Resources and Supports at Home. The Reading Teacher: a journal of the International Reading Association. 17-25. 2021
- Bilingual Families’ Perspectives on Literacy Resources and Supports at Home. The Reading Teacher: a journal of the International Reading Association. 17-25. 2021
- Expanding the Knowledge Base in Literacy Instruction and Assessment: Biliteracy and Translanguaging Perspectives From Families, Communities, and Classrooms. Reading Research Quarterly. S307-S318. 2020
- 'Dime De Que Se Trato/Tell me what it was about': Exploring emergent bilinguals' linguistic resources in reading assessments with parent participation. Journal of Early Childhood Literacy. 411-433. 2020
- "Does the Color of Your Skin Make You American?:" Immigrant Parents' Responses to History Texts in the New South. Theory into Practice. 263-272. 2019

Teaching

courses taught

EDUC 2050 - Step Up to Social Justice Teaching
Primary Instructor - Fall 2018
Engages students in theory and practice for justice-centered teaching. This first required course for majors introduces the principles guiding the elementary program and provides opportunities for students to enact those principles in collaboration with children and teachers in public school classrooms. Meets weekly on CU campus (1.25 hours/week). Involves additional visits to local schools.
EDUC 3320 - Literacy in the Elementary Classroom 1
Primary Instructor - Fall 2021 / Fall 2022 / Fall 2024
Over the two-course sequence in literacy, students in the elementary major develop a foundational knowledge of core aspects of literacy learning and instruction and apply this knowledge in practica settings, working at individual, small group, and whole-class levels. Literacy 1 focuses primarily on the structure and components of equitable and robust reading instruction in K-5 classrooms, the five pillars of the reading process (phonics, phonemic awareness, fluency, vocabulary, and comprehension), and the analysis and implementation of evidence-based reading instruction practices, with some connections to writing development and assessment and writing instruction.
EDUC 4320 - Reading Instruction for Elementary Schools
Primary Instructor - Fall 2019 / Fall 2020
Participants will engage theories and processes of literacy learning, reading development, and equity-oriented teaching. Students will learn, develop, and enact instructional strategies and lessons to support all students' successful participation in a range of print and multimodal literacy practices embedded in reading instruction in elementary classrooms.
EDUC 4341 - Elementary Reading Assessment and Instruction
Primary Instructor - Spring 2021
Builds on knowledge and teaching practices introduced in EDUC 4320. Addresses five critical components of reading. Refines understanding of research-based practices for diagnostic assessments and intervention, and teaching strategies for elementary age learners. Prepares candidates to deliver a comprehensive reading curriculum in the elementary grades.
EDUC 4535 - Assessment for Bilingual Learners
Primary Instructor - Fall 2024
Introduce students to the theory, methods, practice, and problems in the testing and assessment of bilingual students at the classroom and large-scale level. Topics include the specification of English Learners as a student population and the assessment of their language proficiency and academic achievement. The course additionally addresses reliability, validity, and fairness in the testing of linguistically diverse populations.

EDUC 5245 - Foundations of Reading Instruction K-12
Primary Instructor - Summer 2023
Comparatively analyzes current and emerging philosophies and programs in K-12 with focus on teaching reading and thinking skills.

EDUC 5255 - Digital Literacies and New Media
Primary Instructor - Spring 2019 / Spring 2020 / Spring 2021 / Spring 2022
Engage in digital reading and writing experiences using tools for communication, collaboration, design and research. Students will discuss and critically reflect on the role of technology in literacy instruction, grounded on learning and literacy theories. Connections to English language arts include genre study of literary and nonfiction texts and using quality children's literature as mentor texts for multimodal craft.

EDUC 5275 - Assessment in Literacy
Primary Instructor - Fall 2018 / Fall 2019 / Fall 2020 / Fall 2021 / Fall 2022
Assumes an interactive model of reading and supports the perspective of assessment as interrelated with curriculum and instruction; examines principles that guide the selection and interpretation of assessment strategies and tools, with a focus on students who are experiencing difficulties with literacy.

EDUC 8101 - Theories of Literacy Research and Practice
Primary Instructor - Spring 2024
This graduate seminar will examine the foundations and central tenets of influential theories that undergird scholarship in literacy studies. The theories explored will include Critical Race Theory (CRT), critical poststructuralist, feminist, queer, literary, affect, and sociocultural theories. Theoretical traditions will be examined through their historical and social movement roots through their current applications, debates, research techniques, and criticisms, always with particular attention to how they have been taken up in literacy research. A key focus of this course is to examine the utility and limitations of frameworks and consider their possible applications to students' own research.

EDUC 8155 - Advanced Topics in Literacy Education
Primary Instructor - Spring 2019 / Spring 2022
Examines special topics in theory and research related to literacy and literacy education. Topics vary each semester. May be repeated up to 12 total credit hours.

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Background

education and training

Ph.D., Arizona State University 2011
M.A., Arizona State University 2006
B.A., Instituto Tecnologico de Sonora (Mexico) 2002

awards and honors

STAR Fellows, conferred by Literacy Research Association, 2011

International Activities

geographic focus

United Kingdom Country

Other Profiles

ORCID iD

http://orcid.org/0000-0003-0892-5289

VIVO

Positions

Research Areas