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• Articles
• Pamphlets
• Educational Materials
• Awarded Second Place in the National 1980 Outstanding Dissertations' Competition, Cash award
• The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, 1979
• Preserving and promoting the Italian Language and Culture in North America, Soleil Publishing Company
• Preserving and Promoting the Italian Language and Culture in North America, Soleil Publishing Company
• The Status of the Italian, Language and Culture: Past and Present
• The Effectiveness Of An Informal Reading Inventory In Identifying The Functional Reading Levels Of Bilingual Students
• Books

Articles

The Italian American Parent Training Institutes, January 1985 ERIC Reports.

Reading Skills for the Italian American Parent Training Institutes, November 1983 ERIC Reports.

An Analysis of the Reading and Cognitive Development of Italian-American Bilingual and Monolingual Students, Bilingual Education Clearinghouse, 1981, ERIC Document Reproduction Services (ED 205048).

Teaching Reading to Italian American Bilingual Students, Bilingual Education Clearinghouse, 1981

Research Studies on the Approaches to Beginning Reading for Bilingual Students, NABE News, 1980

The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, Latino Monograph Series, 1980.

The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, National Clearinghouse for Bilingual Education, 1980.

Teaching Reading to Italian/American Bilingual Students, Bilingual Resource and Training Center, 1980.

The Effectiveness of Informal Reading Inventories with Bilingual Students, Bilingual Paper Series, Los Angeles, California: National Assessment and Dissemination Center, 1979.

Lombardo, M., and Rivera, C., Considerations for Developing Language Assessment Procedures. Bilingual Education: Teacher Handbook Strategies for the Design of Multicultural Curriculum. Cambridge, Massachusetts, National Dissemination and Assessment Center.

Lombardo, M. and Rivera C., The Validation of the English as a Second Language Assessment Battery, Conference Proceedings, Carbondale, Illinois: University of Southern Illinois, 1979.

Lombardo, M. and Rivera C. and Lombardelli, J., Scope and Sequence of English Language Skills in Reading. Proceedings of the Boston University Bilingual Reading Laboratory. Boston, Massachusetts, Boston University, Department of Reading and Language, 1976.

Comparison of Cognitive and Reading Development of Italian/American Bilinguals with Italian and English Speaking Monolinguals, submitted to Inter-America Association, November 1979.

A Parent Training Proposal for the National Italian American Foundation submitted to the U.S. Office of Bilingual Education and Minority Language Affairs, funded 1982-84.

Reading Comprehension of Spanish and Chinese Speaking Students: The Relationship Between Native and Second Language Reading Comprehension and Second Language Oral Ability submitted to Inter-America Research Association, Funded 1980–1981.

Dissertation, September, 1979 Winner of 1980 Outstanding Dissertations Award Sponsored by the National Advisory Council for Bilingual Education.

The Relationship of Language and Cognitive Development of Spanish/ English Bilingual Students in Native and Second Language Environments, June, 1979.

A Test of Grouping Bilingual and High School Students for ESL and Reading Instruction, unsolicited proposal submitted through R & D Associates to National Institute of Education, May, 1979.

A Test of Grouping Bilingual and High School Students of ESL and Reading Instruction, unsolicited proposal submitted through R & D Associates to National Institute of Education, May, 1979.

An Evaluation of Italian-American Bilingual Programs. Symposium on Spanish-Portuguese Bilingualism. University of Massachusetts, Amherst, Massachusetts, November, 1981.

The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, Ethno-perspectives in Bilingual Education Research: Bilingual Education Technology. Eastern Michigan University March, June, 1981.

An Analysis of the Cognitive and Reading Development of Italian/ American Bilingual and Monolingual Students, National Association for Bilingual Education (NABE) Boston, Massachusetts, May, 1981.

Considerations for Developing Language Assessment Procedures, 1981 Exceptional Bilingual Child Conference, New Orleans, LA., February 1981.

Transference of Skills from the Dominant Language to English. The Connecticut Association for Bilingual/Bicultural Education (CABE) Conference, Albertus Magnus College, New Haven, Connecticut, December 1980.

Reading and Language Arts Techniques for Bilinguals. Second National Origin Child Symposium, Trinity College, Hartford, Connecticut, July 1980.

Considerations for Developing Language Assessment Procedures: Massachusetts Association for Bilingual Equation (MABE) Conference. Boston University, May, 1980.

A Comparison of the Cognitive and Reading Development of Italian/American Bilinguals with Italian and English Speaking Monolinguals; National Association for Bilingual Education (NABE). Anaheim, California, April 1980.

The Construction and Validation of Assessment Instruments, Bilingual Education Symposium. Boston University, April, 1978.

The Assessment of English: Listening and Reading Proficiency of Bilingual Students. National Association for Bilingual Education(NABE), Seattle, Washington, May, 1979.

The Validation of the English as a Second Language Assessment Battery. The Third International Conference on Frontiers in Language Proficiency and Dominance Testing. Southern Illinois University, Carbondale, Illinois, September 1979.

The Relationship of Language and Cognitive Development of Spanish/English Bilingual Students in Native and Second Language Environments. Third Symposium on Spanish and Portuguese Bilingualism. University of Massachusetts, Amherst, Massachusetts, November 1979.

"Impact of Historical Events on Usage of the Italian Language, " The Italian American, Volume XVIII, Number 11, November 1995.

"Preserving and Promoting the Italian Language and Culture," L'Italo Americano, October 1995.

"Get a Guide to Study in Italy," L'Italo Americano, October 1995.

"The Status of the Italian Language and Culture:," Chronicle, September 1995.

"The Status of the Italian Language and Culture: Past and Present," Com Unico, Vol. 51, No. 2, November 1995.

"Why We Are The Way We Are," Altre Voci, October 1995.

"Thanking Italy," Washington Jewish Week, November 1995.

"A New Chapter for the History Books: The Holocaust in Southern Europe," The Italian Voice, August 1995.

"A New Chapter for the History Books: The Holocaust in Southern Europe," La Gazzetta Italiana, September 1995., Vol. 4 , No. 5, p.1.

"Risking All for Brotherhood," Italy, Year XIII, No. 4, September 1995, Reprint

Rhode Island Jewish Herald June, 1998 Reprint Fra Noi, Spring 2000.

"Persecution to Rescue," Fra Noi, September 1994.

"New Orleans Holocaust Conference Huge Success," Italian American Digest, Summer 1995. Vol. 22, No. 2.

"Shalom Italia" La Revista, San Francisco, 1995.

"All For Brotherhood" Italy/Italy Magazine, Year XVIII, No.1, Year 2000.

"The Virtually Unknown Story of the Holocaust in Southern Europe" L'Italo Americano, July 20, 1995

"New Orleans Holocaust Conference" NON SOLO PASTA Magazine, Giugno 1995, P.9.
"A New Chapter for the History Books" L'Italo Americano, July, 1995.

"Camp Without Walls," La Dolce Vita Magazine. September, 2000.

"Persecution to Rescue." Fra Noi. September 1994, p.9.

"Risking All for Brotherhoodin the Italian Jewish Experience," Forum Italian Publishing.

"The Status of the Italian Language Past and Present," Preserving and Promoting Italian Language and Culture in North America, Soleil Publishing Inc., 1997.

Pamphlets

The Effectiveness of an Informal Reading Inventory in Identifying the Functional Reading Levels of Bilingual Students, Bilingual Education Papers Series, 1981.

The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, ERIC Document Reproduction Service, 1981.

The Establishment of Student Exchanges Between Italy and the United States, United States Information Office, 1986.

Italian American Parent Training Institutes, Office of Bilingual Education and Minority Languages Affairs, 1987.

ESL, Literacy and Job Skills for Italian and Vietnamese Women, Women's Educational Equity Act, 1989.

An Analysis for the Reading and Cognitive Development of Italian American Bilingual and Monolingual Students 1986, Boston Public Schools.

The Holocaust in Southern Europe Resource Guide, 2000. The National Endowment for the Humanities

Educational Materials

Awarded Second Place in the National 1980 Outstanding Dissertations' Competition, Cash award

Dr. Maria Lombardo's dissertation was awarded Second Place in the National 1980 Outstanding Dissertations' Competition and she received a cash award.

Dr. Maria Lombardo focused on the development of the Reading and Writing components of the English as a Second Language Assessment Battery, that she was able to field test with a Hispanic population in Lawrence, Massachusetts. Her work was recognized by the National Advisory Council on Bilingual Education at a national conference.

The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, 1979

The diagnosis of language proficiency for grouping limited English speaking students in bilingual education programs has been problematic for three reasons:

(a) inconsistent identification of language proficiency skills for functioning in a monolingual and/or bilingual classroom;

(b) non-specification of appropriate norm- and criterion-referenced tests for assessing receptive and expressive English; and

(c) limited availability of criteria for grouping bilingual students.

To address these problems, the English as a Second Language Assessment Battery, a criterion-referenced measure was constructed and validated with secondary students.

Preserving and Promoting the Italian Language and Culture in North America, Soleil Publishing Company

A conference proceedings was developed from the conference that Dr. Lombardo conducted at Georgetown University with funds Lombardo acquired from the Italian Ministry of Foreign Affairs and the Italian Ministry of Education.

On the occasion of a Washington meeting of Italian–American cultural associations in 1992, the National Italian American Foundation noticed the strong interest that these associations had been showing for the preservation and promotion of Italian. As a consequence, in 1994 Lombardo formally proposed to hold a national meeting in Washington, D.C. on the theme "Preserving and Promoting the Italian Language and Culture in the U.S." This initiative was favorably received by the Italian Embassy in Washington, D.C., and by the local Italian Cultural Institute. The collaboration of the Italian Department of Georgetown University and the American Association of Teachers of Italian, with the financial support of the Italian administration, made this conference possible.

The Status of the Italian, Language and Culture: Past and Present

Lombardo's article discusses how the 1800's groups of immigrants began to preserve their cultural identity by starting native language schools. These schools were initiated by the Germans, the French, the Scandinavians and the Japanese. The Italians generally did not follow. We can only speculate why. How could the immigrants possibly initiate the teaching of standard Italian, a language they did not understand themselves? Dialects without a written form could not very well be taught, and which dialect would have been selected to teach? In addition, since dialects were not considered as viable means of communication, they carried a negative connotation and social stigma.

For the elementary and secondary grades, language programs are funded by the Federal government, states and organizations. In the public schools, the community, generally through its local school board, decides on the language to be offered. It is community pressure that often helps in the establishment of an Italian program.

Lombardo wrote a proposal to initiate a forum or national conference for discussion of the Italian language and culture in the U.S. focusing specially on:

The main purpose of this study was twofold: First, 1) The development and construction of an original Group Informal Reading Inventory (GIRI) in predict the comprehension reading levels (Independent, Instructional, and Frustration) of junior high bilingual students for the purpose of reading instruction. 2) The validation of the GIRI was through a three-way co-relational study that compared the comprehension results of the GIRI with those of a Cloze Test, Standardized Test (the Stanford Diagnostic Reading Test, 1976), and a questionnaire in which the teachers estimated students' reading levels.

The Construction and Validation of Listening and Reading Components of the English as a Second Language Assessment Battery

The Monograph Series was made possible through a grant from the National Institute of Education. The Monograph Series is a component of the Capacity Building Program in Educational Research for Minorities and Women initiated by the Latino Institute in 1979. The objective of this Series was to provide minority and women researchers the opportunity to publish their work. It was also intended to provide the general public and academic community, research products which contribute to the clarification of key issues for minorities in the United States.

Books

Publication of Articles, Papers, Pamphlets and Educational Materials

Awarded Second Place in the National 1980 Outstanding Dissertations' Competition, Cash award

Dr. Maria Lombardo's dissertation was awarded Second Place in the National 1980 Outstanding Dissertations' Competition and she received a cash award.

Dr. Maria Lombardo focused on the development of the Reading and Writing components of the English as a Second Language Assessment Battery, that she was able to field test with a Hispanic population in Lawrence, Massachusetts. Her work was recognized by the National Advisory Council on Bilingual Education at a national conference.

The Construction and Validation of the Listening and Reading Components of the English as a Second Language Assessment Battery, 1979

The diagnosis of language proficiency for grouping limited English speaking students in bilingual education programs has been problematic for three reasons:

(a) inconsistent identification of language proficiency skills for functioning in a monolingual and/or bilingual classroom;

(b) non-specification of appropriate norm- and criterion-referenced tests for assessing receptive and expressive English; and

(c) limited availability of criteria for grouping bilingual students.

To address these problems, the English as a Second Language Assessment Battery, a criterion-referenced measure was constructed and validated with secondary students.

Preserving and Promoting the Italian Language and Culture in North America, Soleil Publishing Company

A conference proceedings was developed from the conference that Dr. Lombardo conducted at Georgetown University with funds Lombardo acquired from the Italian Ministry of Foreign Affairs and the Italian Ministry of Education.

On the occasion of a Washington meeting of Italian–American cultural associations in 1992, the National Italian American Foundation noticed the strong interest that these associations had been showing for the preservation and promotion of Italian. As a consequence, in 1994 Lombardo formally proposed to hold a national meeting in Washington, D.C. on the theme "Preserving and Promoting the Italian Language and Culture in the U.S." This initiative was favorably received by the Italian Embassy in Washington, D.C., and by the local Italian Cultural Institute. The collaboration of the Italian Department of Georgetown University and the American Association of Teachers of Italian, with the financial support of the Italian administration, made this conference possible.

The Status of the Italian, Language and Culture: Past and Present

Lombardo's article discusses how the 1800's groups of immigrants began to preserve their cultural identity by starting native language schools. These schools were initiated by the Germans, the French, the Scandinavians and the Japanese. The Italians generally did not follow. We can only speculate why. How could the immigrants possibly initiate the teaching of standard Italian, a language they did not understand themselves? Dialects without a written form could not very well be taught, and which dialect would have been selected to teach? In addition, since dialects were not considered as viable means of communication, they carried a negative connotation and social stigma.

For the elementary and secondary grades, language programs are funded by the Federal government, states and organizations. In the public schools, the community, generally through its local school board, decides on the language to be offered. It is community pressure that often helps in the establishment of an Italian program.

Lombardo wrote a proposal to initiate a forum or national conference for discussion of the Italian language and culture in the U.S. focusing specially on:

The main purpose of this study was twofold: First, 1) The development and construction of an original Group Informal Reading Inventory (GIRI) in predict the comprehension reading levels (Independent, Instructional, and Frustration) of junior high bilingual students for the purpose of reading instruction. 2) The validation of the GIRI was through a three-way co-relational study that compared the comprehension results of the GIRI with those of a Cloze Test, Standardized Test (the Stanford Diagnostic Reading Test, 1976), and a questionnaire in which the teachers estimated students' reading levels.

The Construction and Validation of Listening and Reading Components of the English as a Second Language Assessment Battery

The Monograph Series was made possible through a grant from the National Institute of Education. The Monograph Series is a component of the Capacity Building Program in Educational Research for Minorities and Women initiated by the Latino Institute in 1979. The objective of this Series was to provide minority and women researchers the opportunity to publish their work. It was also intended to provide the general public and academic community, research products which contribute to the clarification of key issues for minorities in the United States.

Books