Fatima Terrazas-Arellanes

People

Professional Title: 
Research Associate
Organization/Institution: 
About Me (Bio): 
Dr. Fatima E. Terrazas Arellanes is a Research Associate at the Center for Advanced Technology in Education at the University of Oregon. She is a Co-Principal Investigator of COPELLS a three and a half year Research Development grant funded by the National Science Foundation to promote the teaching and learning of Science to English Language Students. She is also a Research Coordinator of ESTRELLAS a three year Research Development grant funded by the Institute of Education Science. From 2004 through 2009, she was a graduate student in the School Psychology Program where she acquired multiple experiences and skills in the areas of literacy and bi-literacy instruction for English Language Learners students of Spanish speaking background and on the use of assistive technology for students with learning disabilities. She is also a teacher from Mexico who has coordinated research projects in areas of Spanish literacy instruction, second language acquisition, and etext supports. List of sample recent publications: ~ Anderson-Inman, L., Terrazas-Arellanes, F., Slabin, U. (2009). Supported etext in captioned videos: A comparison of expanded versus standard captions on student comprehension of educational content. Journal of Special Education Technology, 24 (3). ~ Horney, M., Anderson-Inman, L., Terrazas-Arellanes, F., Schulte,W., Mundorf, J., Wiseman, S., Smolkowski, K., Katz-Buonincontro, J., & Frisbee, M. (2009). Exploring the effects of digital notetaking on student comprehension of science texts. Journal of Special Education Technology, 24 (3). ~ Terrazas Arellanes, F. T. (2009). “Templates for Direct and Explicit Spanish Instruction” on English Language Learners’ Bilingual Reading Outcomes. Unpublished doctoral dissertation, University of Oregon, Eugene Oregon.
University of Oregon (UO)
09/01/2009

This project is studying effects of linguistically sensitive science instructional materials by translating, enhancing, and evaluating culturally relevant and linguistically appropriate Collaborative Online Projects (originally written in Spanish) for middle school Spanish-speaking English Language Learners.