Yenda Prado, Ed.M.
Ph.D. Candidate
School of Education
Email: ygiovana@uci.edu
Website: yendaprado.com
Ph.D. Candidate
School of Education
Email: ygiovana@uci.edu
Website: yendaprado.com
Biography
Yenda Prado is a Community Research Fellow and Ph.D. candidate at the University of California, Irvine. She holds a Master’s degree in Education with a Language and Literacy specialization from Harvard University and a Bachelor’s degree in Psychology from Stanford University.
Yenda is specializing in Language, Literacy, & Technology as well as Learning, Cognition & Development under the advisement of Professor Mark Warschauer. Yenda studies inclusive education, linguistically and developmentally diverse children, language and literacy, and uses of digital media, across in-person and remote-learning contexts.
Yenda’s background as a migrant, language learner, and special education student turned scholar, informs her approach to equity and inclusion in her scholarship, teaching, and service. As such, Yenda’s work centers on the ways and means that communities and schools support children’s inclusion across in-person and digital learning contexts.
The driving question that motivates Yenda’s research is how to create and sustain environments that help linguistically and developmentally diverse children thrive. Yenda takes a holistic approach to this question that draws on the intersecting influences of school contexts, family engagement, language and literacy practices, and uses of digital media. In doing so, she draws on multiple disciplines of psychology, education, anthropology, and sociology, principally through qualitative inquiry.
Yenda’s research forms the basis of both her dissertation and a first-authored book, Voices on the Margins: Inclusive Education at the Intersection of Language, Literacy, and Technology, to be published by MIT Press.
Education
Honors & Awards
Research
Books
Articles & Chapters
Under Review
In Preparation
Projects
January 2021
Yenda Prado is a Community Research Fellow and Ph.D. candidate at the University of California, Irvine. She holds a Master’s degree in Education with a Language and Literacy specialization from Harvard University and a Bachelor’s degree in Psychology from Stanford University.
Yenda is specializing in Language, Literacy, & Technology as well as Learning, Cognition & Development under the advisement of Professor Mark Warschauer. Yenda studies inclusive education, linguistically and developmentally diverse children, language and literacy, and uses of digital media, across in-person and remote-learning contexts.
Yenda’s background as a migrant, language learner, and special education student turned scholar, informs her approach to equity and inclusion in her scholarship, teaching, and service. As such, Yenda’s work centers on the ways and means that communities and schools support children’s inclusion across in-person and digital learning contexts.
The driving question that motivates Yenda’s research is how to create and sustain environments that help linguistically and developmentally diverse children thrive. Yenda takes a holistic approach to this question that draws on the intersecting influences of school contexts, family engagement, language and literacy practices, and uses of digital media. In doing so, she draws on multiple disciplines of psychology, education, anthropology, and sociology, principally through qualitative inquiry.
Yenda’s research forms the basis of both her dissertation and a first-authored book, Voices on the Margins: Inclusive Education at the Intersection of Language, Literacy, and Technology, to be published by MIT Press.
Education
- Ph.D., Education, University of California, Irvine - 2021 (Expected)
- Ed.M., Education - Reading Intervention Specialty, Harvard University - 2005
- B.A., Psychology (with Honors), Stanford University – 2001
Honors & Awards
- Ford Foundation Predoctoral Fellowship Honorable Mention, 2018
- National Science Foundation Graduate Research Fellowship Honorable Mention, 2017
Research
Books
- Prado, Y., Warschauer, M. (forthcoming) Voices on the margins: Inclusive education at the intersection of language, literacy, and technology, MIT Press.
Articles & Chapters
- Peña, E., Bedore, L.M., Torres, J.R., Prado, Y. (in press). Growing up in Multilingual Communities. In J. Law, S. Reilly, & C. McKean (Eds.) Handbook of Language Development in a Social Context. Cambridge, UK: Cambridge University Press.
- Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (2019). Visual-Syntactic Text Format: Improving Adolescent Literacy, Scientific Studies of Reading. DOI 10.1080/10888438.2018.156170
- Vu, V., Prado, Y., Yim, S., & Le, P. (2018). Digital storytelling for academic literacy: Culturally responsive multimodal composition course design. In Z. Babaci-Wilhite (Ed.), Learning critical thinking skills beyond 21st century for multidisciplinary courses: A human right perspective in education. San Diego, CA: Cognella.
Under Review
- Prado, Y., Jacob, J., Warschauer, M. Teaching Computational Thinking to Exceptional Learners: Lessons from Two Diverse Classrooms using Scratch, Computer Science Education.
- Prado, Y., Ramos, M., Peña, E., Zavala, J. Dual-Language Engagement: Concerted Cultivation of Spanish use among Students, Teachers, and Parents, International Journal of Bilingual Education and Bilingualism.
In Preparation
- Prado, Y., Yau, J., Hernandez, R., Collins, P., Warschauer, M. Adolescent Reading Attitudes: Analysis of Students’ Differentiated Response to Digital Text Scaffolding.
- Prado, Y., Peña, E., Kim, Y.-S. Assessment of Reading Attitudes in Children: A Systematic Review of the Literature.
Projects
- Inclusive uses of Digital Technologies for Developmentally and Linguistically Diverse Learners
- Community Education Fellows: An Initiative at UC Irvine to connect student mentors with families and schools
- CONECTAR: Collaborative Network of Grades 3-5 Educators for Computational Thinking for English Learners
- Cultivation of Spanish Use in Dual-Language Immersion Contexts
- Digital Scaffolding for English Language Arts
January 2021
