Ana Taboada Barber serves as Associate Professor in the Department of Counseling, Higher Education and Special Education.
Dr. Taboada Barber studies reading comprehension from a cognitive and motivational perspective. Her work centers on studying the influence of specific motivational variables (e.g., autonomy support, self-efficacy) and cognitive variables (e.g., executive function skills; inference making) on the literacy and language development of elementary and middle school students. She is interested in studying reading comprehension within classroom instructional contexts as well as an individual difference variable. As a former English as a Second Language teacher in full language immersion settings, Ana's work in reading comprehension development is principally concentrated within the population of English Learners (ELs) or emergent bilinguals within the United States. More recently she has extended her focus to include Spanish-speaking students in South American countries (e.g., Chile and Argentina). Ana has also turned her attention to the possible roles that executive function skills (i.e., working memory, inhibition, and cognitive flexibility) as one component of a larger system of self-regulation, play in the reading comprehension of English Learners and monolingual speakers.
At UMD, Ana is the co-director, together with Jade Wexler, of the Language and Literacy Research Center (LLRC) which aims to promote collaborative research among experts and students interested in literacy and language within the College of Education and local education agencies. Ana is also affiliated with the Language Science Center (LSC) which seeks to advance the science and study of language as a University-wide endeavor.
Taboada Barber, A., Buehl, M.M., Beck. J. S., Ramirez, E., Gallagher, M., Richey Nuland, L. & Archer, C. (in press) Literacy in Social Studies: Influence of Cognitive and Motivational Practices on the Reading Comprehension of English Learners and Non-English Learners. Reading & Writing Quarterly. DOI: 1344942 DOI:10.1080/10573569.2017.1344942.
Taboada Barber, A., Buehl. M.M., Beck, J.S (2017), Dynamics of Engagement and Disaffection in a Social Studies Classroom Context (2017) Psychology in the Schools, 1-20.DOI: 10.1002/pits.22027
Taboada Barber, A. (2016). Reading to Learn for ELs: Motivation Practices and Comprehension Strategies for Informational Texts. Portsmouth, NH: Heinemann.
Taboada Barber, A., Gallagher, M., Smith, P, Buehl, M.M., Beck. J. S. (2015). Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles. Literacy Research and Instruction 55 (3), 1-28.DOI:10.1080/19388071.2016.1167987
Taboada Barber, A., Buehl, M.M., Kidd, J., Sturtevant, E., Richey, L.N., & Beck, J. (2015). Reading engagement in Social Studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36(1), 31-85. DOI: 10.1080/02702711.2013.815140.
Berkeley, S., & Taboada Barber, A. (2014). Maximizing effectiveness of reading comprehension instruction in diverse classrooms. Baltimore: Brookes Publishing.
Taboada Barber, A., & Buehl, M.M. (2013). Relations among grade 4 students' perceptions of autonomy, engagement in science, and reading motivation. The Journal of Experimental Education, 81(1), 22-43. DOI: 10.1080/00220973.2011.630045
Taboada, A., Townsend, D. & Boynton, M.J. (2013). Mediating effects of reading engagement on the reading comprehension of early adolescent English language learners. Reading & Writing Quarterly: Overcoming Learning Difficulties, 29(4), 309-332. DOI: 10.1080/10573569.2013.741959
Taboada, A., Bianco, S.,& Bowerman, V. (2012). Text-based questioning: A comprehension strategy to build English language learners' content knowledge. Literacy Research & Instruction, 51(2), 87-109.
Taboada, A., & Buehl, M. (2012). Teachers' conceptions of reading comprehension and motivation to read. Teachers and Teaching: Theory and Practice, 18(1), 101-122.
Taboada, A. (2012).Relationships of general vocabulary, academic vocabulary, and student questioning with reading comprehension in students with varying levels of English proficiency. Instructional Science, 40(6), 901-923. DOI: 10.1007/s11251-011-9196-z