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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.
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