Dr. Kristi L. Santi

Dr. Kristi L. Santi

 

Title: Associate Professor

Department: Educational Leadership & Policy Studies

Program: Special Populations

Office Number: 318D FH

Phone: 713-743-6141

Email: klsanti@uh.edu

Biography:

I am currently the Treasurer of the Texas Council for Learning Disabilities and a board member of Learning Disabilities Worldwide.

My research activities center around students with disabilities and currently focus on the following three areas -
A. Early reading instruction (k-3), language acquisition, English Language Learners with and without disabilities.
B. Transition services for students.
C. Improvement Science and Learning Science to improve academic outcomes for all students.

Certified by IES What Works Clearinghouse for Single Case Research Design (also known as Single Subject Design).

 

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