John Sabatini
Associated IES Content
FY2012
FY2012 Special Education Peer Review Panel
FY2012
Reading, Writing, and Language Development FY2012
FY2013
Reading, Writing, and Language Development FY2013
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
Scenario-Based Assessment in the Age of Generative AI: Making Space in the Education Market for Alternative Assessment Paradigm
The purpose of this project is to create a generative artificial intelligence (gen-AI) enhanced authoring tool for scenario-based assessments (SBAs). SBAs place knowledge and skills into a scenario or practical context so that test-takers can be both observers of and active participants in their own performance, building on a body of IES funded investments in developing and validating SBAs. This creates the opportunity for a reflective, metacognitive, and self-regulatory loop that enables ...
Federal funding program:
Award number:
R305T240021
Grant
Adult Skills Assessment Project: Actionable Assessments for Adult Learners
The Adult Skills Assessment Project (ASAP) research team will create a digital, online repository of assessment tasks in literacy, numeracy, and the intersection of these two domains to provide effective, comprehensive measures of academic constructs important to the success of all adult learners. Current assessments in adult education are not helpful for instructional needs such as placement, diagnosis, or formative assessment, nor are they valid and reliable measures for research in adult ...
Federal funding program:
Award number:
R305N210031
report
Statistical Analysis Report
Highlights of the 2018 NAEP Oral Reading Fluency Study
<p>The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This highlights report presents the key concepts and findings of the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first co
Apr 27, 2021
Publication number:
NCES 2021026
report
Statistical Analysis Report
The 2018 NAEP Oral Reading Fluency Study
<p>The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This statistical report presents detailed information about the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first complet
Apr 27, 2021
Publication number:
NCES 2021025
Grant
Developing and Implementing a Technology-Based Reading Comprehension Instruction System for Adult Literacy Students
In this project, researchers will refine and pilot test an interactive, online reading comprehension program for adult literacy students reading between the 3rd- and 8th-grade level. This program, called AutoTutor for Adult Reading Comprehension (AT-ARC), was previously part of a hybrid lesson plan developed through the Center for Struggling Adult Learners (R305C120001) but will be refined to be a stand-alone comprehension practice tool. Roughly one in six adults in the United States have li...
Federal funding program:
Award number:
R305A200413
Grant
Exploring and Assessing the Development of Students' Argumentation Skills
This project will identify the malleable factors that predict the development of middle-school students' argumentative writing skills by exploring the students' abilities to generate oral and written arguments. Understanding and writing arguments is an important but difficult skill to acquire. However, research suggests that well-structured interactions, such as guided critical discussions, can help middle-grade students develop these skills, but it is not clear which student and instruction...
Federal funding program:
Award number:
R305A190242
Grant
Developing and Validating Web-administered, Reading for Understanding Assessments for Adult Education
A large percent of U.S. adults struggle to read even basic texts, but there are few valid assessments for adult learners who have underdeveloped reading literacy skills across the variety of educational settings that serve them. Consequently, there is limited support for diagnostic, progress monitoring, and outcome measurement that is aligned with empirically supported instruction. The purpose of this project was to develop a digital assessment system appropriate for use with adult learners,...
Federal funding program:
Award number:
R305A190522
Grant
What Types of Knowledge Matters for What Types of Comprehension? Exploring the Role of Background Knowledge on Students' Ability to Learn from Multiple Texts
The purpose of this project was to explore the relationship between high school students' background knowledge and their reading comprehension. Research has shown that students with more background knowledge (namely the previously learned knowledge that may help students understand what they read by providing extra information that is not included in text) are better able to comprehend what they read than those students with little background knowledge. Although researchers know that backgro...
Federal funding program:
Award number:
R305A150176
Grant
Exploring the onPAR Model in Developmental Literacy Education
Higher education faces a crisis in that a number of students who start college are not sufficiently ready to read to be successful in their courses. Being underprepared to read has negative implications on students' likelihood of obtaining a degree and obtaining a successful career. Consequently, institutions of higher education invest money and resources to help under prepared students. This project was conducted under the assumption that these efforts are facilitated with a clear understan...
Federal funding program:
Award number:
R305A150193
FY2014
FY2014 Single-Session Peer Review Panel
Grant
Linguistically-Informed Activity Generation Technology to Support English Learner Content Learning
The purpose of this project is to develop a technology-rich instructional program that will improve the language skills and comprehension of content-area texts of English language learners (ELLs). The project is motivated by the awareness that ELLs who may already be struggling to acquire grade-level English language skills may be additionally challenged by the new text demands likely to enter the curriculum as a result of the Common Core State Standards. This project, informed by a prior IE...
Federal funding program:
Award number:
R305A140472
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Assessing Reading for Understanding: A Theory-based, Developmental Approach
This team developed and evaluated a new system of assessments aligned with current theoretical constructs and empirical findings pertaining to both reading comprehension and performance moderators; sensitive to changes in development in reading comprehension; emphasize strategic reading processes empirically supported in the literature; provide greater information for guiding instruction (especially for students struggling to reach proficiency); and are comprised of texts and tasks that repr...
Federal funding program:
Award number:
R305F100005
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
Grant
Assessing Reading in the 21st Century Conference: Aligning and Applying Advances in the Reading and Measurement Sciences
Assessing Reading in the 21st Century Conference: Aligning and Applying Advances in the Reading and Measurement Sciences
Federal funding program:
Award number:
R305U070002
Grant
Developing Reading Comprehension Assessments Targeting Struggling Readers
In the early 2000s, an estimated 26 percent of the 4.5 million 8th graders were below basic literacy. Among adults, about 40-44 million Americans had minimal or no proficiency in prose literacy. This project team addressed the pressing need for comprehension assessments for adolescent and adult struggling readers by developing a series of diagnostic assessments aimed at identifying struggling readers and then providing information about the specific skills or combinations of skills the reade...
Federal funding program:
Award number:
R305G040065
View More