Akihito Kamata

The purpose of this study is to expand the existing estimation model available in a computer-based oral reading fluency (ORF) assessment which was developed as part of a previous IES grant (R305A140203). The extensions of the previous model will include the development of a sentence-level model that takes into account between-sentence dependency and incomplete reading.

The purpose of this project is to develop an online formative assessment that measures the science vocabulary knowledge of Latinx bilingual students (LBS) with different levels of English and Spanish language proficiencies. Results from the assessments can be used to progress monitor students, help teachers differentiate language and vocabulary instruction, and provide additional science vocabulary supports within a Response-to-Intervention approach.

The research team will develop and validate an automated scoring system to measure, unite, and scale the rate, accuracy, and prosody of oral reading fluency (ORF) for students in grades 2 to 4. Research has shown that prosody explains variance in reading comprehension beyond rate and accuracy; however, current ORF assessments neglect the measurement of prosody. This project can increase the reliability and validity of decisions made from ORF scores, resulting in better identification of stud...

The purpose of the research partnership is to systematically improve overall pre-kindergarten (pre-K) quality through professional development (PD) Dallas ISD provides to instructional specialists (i.e., coaches) and pre-K classroom teachers. The overall goal of the partnership was to focus on data use and evidence to systematically improve and differentiate PD for instructional specialists and teachers. The partnership focused on differentiatingPD for teachers based on teacher need, focusin...

The purpose of this study is to explore the relationship between schools' RTI (Response to Intervention) implementation and teachers' RTI knowledge and student outcomes. There will be a particular focus on students receiving Tier 3 interventions and students with reading disabilities in special education (i.e., students with IEPs in reading). Although RTI is widely used, research suggests that Tier 3 intervention implementation is highly variable and its relation to special education is inco...