John Sabatini
John Sabatini
Institute for Intelligent Systems, University of Memphis
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Basic Reading Skills and the Literacy of America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies. NCES 2009-481.
J Baer, M Kutner, J Sabatini, S White
National Center for Education Statistics, 2009
Relationships among reading skills of adults with low literacy
JP Sabatini, Y Sawaki, JR Shore, HS Scarborough
Journal of learning disabilities 43 (2), 122-138, 2010
Adults with low proficiency in literacy or numeracy
A Grotlüschen, D Mallows, S Reder, J Sabatini
OECD, 2016
How much knowledge is too little? When a lack of knowledge becomes a barrier to comprehension
T O’Reilly, Z Wang, J Sabatini
Psychological science 30 (9), 1344-1351, 2019
Efficiency in word reading of adults: Ability group comparisons
JP Sabatini
Scientific Studies of Reading 6 (3), 267-298, 2002
Decoding and reading comprehension: A test of the decoding threshold hypothesis.
Z Wang, J Sabatini, T O'reilly, J Weeks
Journal of Educational Psychology 111 (3), 387, 2019
Differences in text structure and its implications for assessment of struggling readers
P Deane, KM Sheehan, J Sabatini, Y Futagi, I Kostin
Scientific Studies of reading 10 (3), 257-275, 2006
Relative effectiveness of reading intervention programs for adults with low literacy
JP Sabatini, J Shore, S Holtzman, HS Scarborough
Journal of research on educational effectiveness 4 (2), 118-133, 2011
Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers
JP Sabatini, T O'Reilly, LK Halderman, K Bruce
Learning Disabilities Research & Practice 29 (1), 36-43, 2014
Examining the relationship between word reading efficiency and oral reading rate in predicting comprehension among different types of readers
SH Eason, J Sabatini, L Goldberg, K Bruce, LE Cutting
Scientific Studies of reading 17 (3), 199-223, 2013
Reading for understanding: How performance moderators and scenarios impact assessment design
T O'Reilly, J Sabatini
ETS Research Report Series 2013 (2), i-47, 2013
Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measure
T O’Reilly, J Weeks, J Sabatini, L Halderman, J Steinberg
Educational Psychology Review 26, 403-424, 2014
The modern reader: Should changes to how we read affect research and theory?
JP Magliano, MT McCrudden, JF Rouet, J Sabatini
The Routledge handbook of discourse processes, 343-361, 2017
Word reading efficiency, text reading fluency, and reading comprehension among Chinese learners of English
X Jiang, Y Sawaki, J Sabatini
Reading Psychology 33 (4), 323-349, 2012
Relating reading comprehension to oral reading performance in the NAEP fourth‐grade special study of oral reading
J Sabatini, Z Wang, T O’Reilly
Reading Research Quarterly 54 (2), 253-271, 2019
SARA reading components tests, RISE forms: Technical adequacy and test design
J Sabatini, K Bruce, J Steinberg, J Weeks
ETS Research Report Series 2015 (2), 1-20, 2015
Key practices in the English language arts (ELA): Linking learning theory, assessment, and instruction
P Deane, J Sabatini, G Feng, J Sparks, Y Song, M Fowles, T O'Reilly, ...
ETS Research Report Series 2015 (2), 1-29, 2015
Preliminary reading literacy assessment framework: Foundation and rationale for assessment and system design
J Sabatini, T O'Reilly, P Deane
ETS Research Report Series 2013 (2), i-50, 2013
Method and system for automatic generation of adapted content to facilitate reading skill development for language learners
JC Burstein, J Sabatini, J Shore, M Ventura
US Patent 8,239,762, 2012
Measuring up: Advances in how we assess reading ability
J Sabatini, E Albro, T O'Reilly
R&L Education, 2012
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