Developing academic literacy is a complex undertaking that involves reading, writing, listening, and speaking.  For the English learner, the task can be daunting.  Not only are they having to learn a new language, they must learn new concepts and skills in a language that many are nowhere near mastering.  In other words, they are doing double the cognitive work.  This session will address this cognitive load through a linguistic lens with a special emphasis on the native Spanish speaker. 

The most recent findings on brain activity will provide teachers with unique insights on how English learners are processing new information, more specifically, how they are trying to form new pathways between what they know and the new language they are learning.  This session will also compare the phonetic structure of English and Spanish phonemes, how to differentiate instruction, and how an understanding in this area can assist in teaching vocabulary and comprehension. 

Dr. Antonio Fierro Serve as a national consultant in a broad educational spectrum as a member of the professional development program LETRS (Language Essentials for Teachers of Reading and Spelling) led by Dr. Louisa C. Moats; provided consulting guidance to the Texas Education Agency, Iowa and South Carolina Departments of Education, and Bureau of Indian Affairs. He specializes in research for phonological awareness, phonemic awareness, dyslexia, dyslexia and the older student, vocabulary, and the English language learner; provides professional consulting services in areas of reading, instruction, and bilingual/ESL education.  In addition, he assisted Pearson/Scott Foresman in preparing and formulating Texas’ and Louisiana’s basal reading programs; advised publication teams and reviewed material regarding proper approaches to the English Language Learner and Spanish linguistic properties. He is recognized as a featured speaker at various national conferences regarding research in areas of reading, bilingual education, language arts and content areas; discusses the implementation of dual language programs and instructional dynamics; consults on proper execution of the Three Tier Reading Model and literacy activities in the classroom.