Biography:

Dr. Santi's research centers on effective reading instruction, assessment, and intervention for diverse learners, particularly students with disabilities and English language learners. She has conducted studies on a range of related topics, such as:

*Identifying reading difficulties and disabilities in Spanish-speaking English learners
*Examining the predictive utility of reading assessments such as curriculum-based measures and the Texas Primary Reading Inventory (TPRI)
*Evaluating the impact of teacher professional development and coaching on reading outcomes
*Investigating the Role of visual-motor integration skills in predicting reading achievement
*Developing and validating reading progress monitoring tools for beginning readers

Dr. Santi has published her research findings in top-tier journals such as the Journal of School Psychology, Reading and Writing, Assessment for Effective Intervention, and Learning Disabilities Quarterly. She has also disseminated her work through numerous presentations at national and international conferences, including the Society for the Scientific Study of Reading, the Council for Exceptional Children, and the Pacific Coast Research Conference.

In addition to her scholarly publications, Dr. Santi has made significant contributions to the field by developing practical resources for educators, such as technical reports and professional development materials. These resources, which are directly informed by her research, include her involvement in the revision and distribution of the widely used Texas Primary Reading Inventory (TPRI) and its companion resource, the Texas Primary Reading Inventory Intervention Activities Guide (IAG). Dr. Santi is also the primary author of two kindergarten reading progress monitoring assessments: Progress Monitoring for Emergent Readers (PMER) and its Spanish equivalent, Monitoreo del Progreso para Lectores Emergentes (MPLE). Through the creation of these high-quality, user-friendly tools, Dr. Santi has demonstrated her commitment to translating research into practice and supporting teachers in their efforts to promote student success in reading.

Overall, Dr. Santi's research has made significant contributions to the field's understanding of effective practices for preventing and remediating reading difficulties in diverse learners. Her work has been supported by over $8 million in grant funding from federal and state agencies, demonstrating the high regard for her expertise in this area.

In addition to her scholarly work, Dr. Santi is extensively involved in professional service at the national level. She is a Board Member of Learning Disabilities Worldwide, has held leadership roles in the Council for Learning Disabilities and the Texas Council for Learning Disabilities, and serves as a reviewer for several journals and funding agencies. She is also a certified reviewer for the Institute of Education Sciences What Works Clearinghouse.

Over her career, Dr. Santi has taught a wide range of undergraduate and graduate courses related to special education, literacy, and research methods. She has chaired or served on the committees of numerous doctoral students. Her professional experience also includes several years as an elementary and middle school special education teacher in Iowa and Florida before entering academia.

Recent Publications:

RESEARCH PROJECTS

Project Name: Assessment, Intervention, and Instruction for the Prevention and Treatment of Dyslexia (AIIPaT: Dyslexia). USDOE: OSEP H326M190008

Project Name: Leadership for Special Populations and Educational Disparity (LEAD: SP+ED). USDOE: OSEP H325D190053

BOOK
Santi, K.L., & Reed, D.K. (Ed.) (2015). Improving Comprehension for Middle and High School Students. Springer.

BOOK REVIEW
Santi, K.L. (2019). Review: Creating the Path to Success in the Classroom. Teachers College Record, Date Published: July 11, 2019 https://www.tcrecord.org ID Number: 22967

REFERRED JOURNALS (Selected)
*indicates work with graduate student
^Nekoobahr, F., Hawkins, J., Santi, K. L., Antonelli, J. R., & Thorpe, J. L. (2020). Evaluating a Speech Training Software Program Called NativeAccent Based on Empirical Studies. Journal of English Learner Education (11)1, 110-134.

Santi, K.L., *Khalaf, S., Bunta, F., Rojas, R., & Francis, D.J. (2019). IQ-Achievement discrepancy for identification of disabilities in Spanish-speaking English learners. New Directions for Child and Adolescent Development.

Francis, D.J., Rojas, R., Gusewski, S, Santi, K.L., *Khalaf, S., Hiebert, L., & Bunta, F. (2019). Speaking and reading in two languages: On the identification of Reading and Language Disabilities in Spanish-speaking EL students. New Directions for Child and Adolescent Development.

*Khalaf, S., Santi, K.L., Kulesz, P.A., Bunta, F., & Francis, D.J. (2019) Bilingual phonological awareness: Construct validation of grade 1 Spanish-speaking English learners. New Directions for Child and Adolescent Development.

*Ochs, S., Keller-Margulis, M.A., Santi, K.L., & Jones, J.H. (2018). Long-term validity and diagnostic accuracy of a reading computer-adaptive test. Assessment for Effective Intervention, 1-16. https://doi.org/10.1177/1534508418796

White, C.W., Hawkins, J., Santi, K.L., & Hassett, K. (2015). Sweat the small stuff: What school administrators should know about federal legislation and students with disabilities. Journal for Effective Schools, 12(1), 85-11.

*Khalaf, S., Santi, K.L., & Hawkins, J. (2015). How to identify and support English language learners at-risk for reading difficulties: An overview of the response to intervention program model. Journal of Education and Human Development, 4(3), 43-52. Doi: 10.15640/jehd.v4n3a5

Santi, K.L. (2015). The journey to implementing best practices. Journal of Education and Human Development, 4(3), 33-41. Doi: 10.15640/jehd.v4n3a4

Santi, K.L., Kulesz, P.A., *Khalaf, S., & Francis, D.J. (2015). Developmental changes in reading and visual processing: An application of explanatory item response models in grades K-2. Frontiers in Psychology, 6(116), 1-13. doi: 10.3389/fpsyg.2015.00116

Santi, K.L., Francis, D.J., Currie, D., & *Wang, Q. (2015). Visual motor integration skills: Accuracy of predicting reading. Optometry and Vision Science, 92(2), 217-226. doi: 10.1097/OPX.0000000000000473

CHAPTERS IN EDITED BOOKS (selected)

*^Nekoobahr, F., Hawkins, J., Santi, K. L., Antonelli, J. R., & Thorpe, J. L. (2021). Identifying and Evaluating Language-Learning Technology Tools. In Khosrow-Pour D.B.A., M. (Ed.), Handbook of Research on Modern Educational Technologies, Applications, and Management (pp. 160-177). IGI Global. http://doi:10.4018/978-1-7998-3476-2.ch010

Santi, K.L., *Flores, L.M., *Flores, A., & *Peet-Gleason, C. (2019). Managing Your Stress: Tips for a Successful Collaboration for Better Student Outcomes. In N.D. Young, A.C. Fain, & T. Citro (Eds.), Mastering the art of Co-Teaching: Building more collaborative classrooms. Vernon Press

Francis, D.J., Santi, K.L., Khalaf, S*., Bunta, F., Rojas, R, Gusewski, S., & Hiebert, L. (2019). Identification of Disabilities in Spanish-Speaking Children in English-Speaking Contexts. In Grigorenko, E., Shtyrov, Y, & McCardle, P. (Eds.) All about Language: Science, Theory, and Practice. Brookes Publishing.

Santi, K.L., Hawkins, J.M., & Jones, S.J. (2019). Teaching to the Common Core State Standards while emphasizing Social Justice: Classroom strategies and practices that work. In Young, N.D., Jean, E., & Citro, T.A. (Eds.) Acceptance, Understanding, and the Moral Imperative of Promoting Social Justice Education in the Schoolhouse. Vernon Press.

*Gleason-Peet, C. & Santi, K.L. (2019). Barriers between the Theory and Implementation of Inclusion and Resources to Remove these Obstacles. In O’Connor, J. (Ed) Cultivating Inclusive Practices in Contemporary K-12 Settings. IGI Global: Hershey, PA

Hawkins, J.M., *Henry, G.A., Jones, S.J., Santi, K.L., & Butcher, K.A. (2019). Implementing Professional Learning Communities: Improvement Required. In Crow, R, Hinnant-Crawford, B., & Spaulding, D. (Eds.) The Educational Leader’s Guide to Improvement Science: Data, Design, and Cases for Reflection. Myers Publishing: Maine

Hawkins, J.M., Santi, K.L., & McDaniel, B*. (2019). College Bound? First Stop: Disability Support Services (DSS). In O’Connor, J. (Ed) Cultivating Inclusive Practices in Contemporary K-12 Settings. IGI Global: Hershey, PA

Jones, S.J., Hawkins, J.M., & Santi, K.L. (2018). Diverse Ability Levels: Differentiating Instruction to Teach to All Learners. In Young, N.D., Jean, E., & Citro, T.A. (Eds.) Empathic Teaching: Promoting Social Justice in the Contemporary the Classroom. Vernon Press. ISBN: 978-1-62273-615-7.

Hawkins, J.M., Jones, S.J., & Santi, K.L. (2018). Social Success Cycles: Promoting Socially Just Classroom Experiences for ALL Students. In Young, N.D., Jean, E., & Citro, T.A. (Eds.) Empathic Teaching: Promoting Social Justice in the Contemporary the Classroom. Vernon Press. ISBN: 978-1-62273-615-7

Hawkins, J.H., Santi, K.L., & *Kolpek, E. (2018). Fueling success: Creating caring classrooms. In N.D. Young, K. Bonanno-Sotiropoulos, & T.A., Citro, (Eds.) Paving the pathway for educational success: Effective classroom strategies for students with learning disabilities. Vernon Press.

Santi, K.L., Hawkins, J.M., *Antonelli, J., & *Phipps, S. (2018). Valuing the Workforce of Tomorrow. In Young, N.D., & Citro, T.A. (Eds.) Turbulent Times: Confronting the Challenges of Emerging Adulthood. Atwood Publishing

Santi, K.L., Hawkins, J.M., & *Christensen, C. (2018). Everybody belongs: Structuring positive environments. In NK Young, CN Michael, & TA Citro, (Eds) Emotions and education: Promoting positive mental health in students with learning disabilities. Vernon Press. ISBN: 978-1-62273-315-6

Hawkins, J. M., Santi, K. L., Thorpe, J., Antonelli, J., & Witney, E. (2017). Transforming Schools – From the Inside Out! In Storey, V. (Ed.), Exploring the Impact of the Dissertation in Practice. Charlotte, NC: Information Age Publishing, Inc.

Santi, K.L., Barr, C., *Khalaf, S., & Francis, D.J. (2016). Different approaches to equating oral reading fluency passages. In K.D. Cummings and Y. Petscher, (Eds.) The fluency construct: Curriculum-based measurement concepts and applications. Springer-Verlag New York. ISBN: 978-1-4939-2802-6.

Reed, D.K. & Santi, K.L. (2015). Teaching reading to students with reading disabilities: Past and future directions. In K.L. Santi and D.K. Reed (Eds.), Improving Comprehension for Middle and High School Students. Springer.

Santi, K.L. & Francis, D.J. (2014). Teaching English Language Learners in inclusion settings. In R.E. Slavin (Ed.), Proven Programs in Education: Classroom Management and Assessment. Thousand Oaks, CA: Corwin Press.

PRODUCT DEVELOPMENT

Santi, K.L., Rivera, M.O., & Moss, V.E. (2007). Desarrollo del lenguaje oral. Houston, TX. The Santi Group.

Santi, K.L., Moss, V.E., & Rivera, M.O. (2007). Construyendo fluidez. Houston, TX. The Santi Group.

Santi, K.L., Francis, D.J., & Durand, A. (2006). Progress Monitoring for Emergent Readers: Kindergarten and Grade 1. New York: NY. McGraw Hill.

Santi, K.L., Francis, D.J., & Durand, A. (2006). Monitoreo del progreso para lectores emergente. New York: NY. McGraw Hill.

Foorman, B.F., Fletcher, J., Francis, D.J., Santi, K.L., & Ciancio D. (2004). TPRI:Texas Primary Reading Inventory Grade 3. New York: NY. McGraw Hill.

Foorman, B.R., Fletcher, J., Francis, D.J., Santi, K.L., & Ciancio D. (2004). TPRI:Texas Primary Reading Inventory Progress Monitoring for Beginning Readers. New York: NY. McGraw Hill.

Foorman, B.R., Santi, K.L, & Fletcher, J. (2004). TPRI:Texas Primary Reading Inventory Intervention Activities Guide(IAG). New York: NY. McGraw Hill.

Education:

B.A. in History, Drake University, 1991
M.A. in Secondary Education, Drake University, 1993
M.S. in Special Education, Drake University, 1995
Ph.D. in Special Education, Florida State University, 2002