PATTON O. TABORS

307 Larsen Hall������������������������������������������������ ���������� 617-495-3096 (phone)
Harvard Graduate School of Education���������� ���� ���� ��� 617-495-5771 (fax)

Cambridge, MA 02138������������������ [email protected]

Doctorate in Education (1987), Harvard Graduate School of Education, Harvard University, Cambridge, MA

Post‑Masters, Reading Education (1977), Lesley College, Cambridge, MA

Masters, Elementary Education (1968), Syracuse University, Syracuse, NY

Bachelor of Arts (1966), Smith College, Northampton, MA

Present Position

Principal Research Associate, Harvard Graduate School of Education, Cambridge, MA� and Principal Investigator, the Early Childhood Study of Language and Literacy Development of Spanish-speaking Children (2000-present)������

Other Professional Activities (selected)

Participant, Language Diversity Group Meeting, Mathematica Policy Research, Inc. in cooperation with the Head Start Bureau, Administration on Children, Youth and Families.� Washington, DC, October 14, 2004.

Member, Advisory Board, Hispanic Family Literacy Institute, National Center for Family Literacy, Louisville, KY, 2003-2004.

Member, Expert Panel on Assessment of Young Second Language Learners, Frank Porter Graham Center, University of North Carolina-Chapel Hill, and the National Institute for Early Education Research, Chicago, IL,� July 28, 2003.

Member, Roundtable on English Language Development of Bilingual Children, Secretary of Education and the National Institute of Child Health and Human Development, Washington, DC, August 2, 2002.

Member, Strategy Meeting, Early Childhood Educator Academies, Department of Education,� Washington, DC,� April 19, 2002

Member, English Language Learners Focus Group, Head Start Bureau, Administration on Children, Youth, and Families, Washington, DC, April 8-9, 2002

P�ez, M., Tabors, P., & Porche, M.� Bilingual children’s vocabulary growth
�in English and Spanish from preschool to kindergarten.� Presentation at the annual meeting of the National Association for Bilingual Education, Albuquerque, NM, February 6, 2004.

Tabors, P., & P�ez, M.� Dual language and early literacy development of Spanish-speaking preschoolers.� In August, D. Linguistic and developmental influences on the English literacy acquisition of native Spanish speakers.� Colloquium presented at the 4^th International Symposium on Bilingualism, Arizona State University, Tempe, AZ, April 30, 2003.

Tabors, P.� Children learning English as a second and foreign language. Invited presentation to the parents of the Frobel International Schools, Taoyuan, Taiwan, May 25, 2001.

Workshop Presentations (selected)

Peyton, J, & Tabors, P.� English language learning for children, adults, and families.�� Workshop presentation for the Family Literacy Institute at the National Conference on Family Literacy, Orlando, FL, March 1, 2004.

Tabors, P.� Facilitating ESL acquisition of young children.� Workshop presentation for the National Conference on Family Literacy, Long Beach, CA, March 17, 2003.

Tabors, P.� Working with young bilingual children and their families.� Invited presentation for the Family Literacy Institutes, National Conference on Family Literacy, Long Beach, CA, March 16, 2003.

Tabors, P.� One child, two languages.� Workshop presentation for the annual meeting of the Association of Childhood Education International, Republic of China, Taichung, Taiwan, May 20, 2001.

Tabors, P.� One child, two languages.� Workshop presentation for the annual meeting of the Association of Childhood Education International, Republic of China, Taipei, Taiwan, May 19, 2001.

Publications (selected)

Tabors, P., P�ez, M., & L�pez, L.� (2003).� Dual language abilities of bilingual four-year olds:� Initial findings from the Early Childhood Study of Language and Literacy Development of Spanish-speaking Children.� NABE Journal of Research and Practice, Winter, 70-91.� http://www.uc.edu/njrp

Tabors, P.� (2002).� Language and literacy for all children.� Head Start Bulletin, 74, 10-14.� Washington, DC:� US Department of Health and Human Services.

Dickinson, D., & Tabors, P. (2002).� Fostering language and literacy in classrooms and homes.� Young Children, 57 (2), 10-18.

Dickinson, D., & Tabors, P. (Eds.)� (2001).� Beginning literacy with language: Young children learning at home and school.� Baltimore, MD:� Paul H. Brookes Publishing.

Tabors, P.� (2001).� Talk is cheap and effective:� Getting parents involved in their children’s literacy development.� Children and Families, XV (4), 34-40.

Tabors, P., & Snow, C. (2001).� Young bilingual children and early literacy development (pp. 159-178).� In S. Neuman� & D. Dickinson� (Eds.), Handbook of early literacy research.� New York, NY:� Guilford Press.� [also available as Tabors, P., & Snow, C. (2004).� Young bilingual children and early literacy development (pp. 240-267).� In R. B. Ruddell, & N.J. Unrau (Eds.), Theoretical models and processes for reading, 5^th edition Newark, DE:� International Reading Association.]

Tabors, P., Aceves, C., Bartolom�, L., P�ez, M., & Wolf, A.� (2000).�� Language development of linguistically diverse children in Head Start classrooms:� Three ethnographic portraits.� NHSA Dialog 3 (3), 409-440.

Tabors, P. (1998).� What early childhood educators need to know:� Developing effective programs for linguistically and culturally diverse children and families.� Young Children, 53 (6), 20-26.

Tabors, P.� (1997).� One child, two languages: A guide for early childhood educators of children learning English as a second language.� Baltimore, MD:� Paul H. Brookes Publishing.