Leilani Sáez, Ph.D., Educational Psychology, University of California, Riverside (2004).
Institute for Education Science Post-Doctoral Research Fellow, Florida State University (2009-2010)
Institute for Education Science Post-Doctoral Research Fellow, University of Oregon (2010-2012)
Research Associate, Behavioral Research and Teaching, University of Oregon (2010-present)
Sáez, L., Lai, C. F., Alonzo, J., & Tindal, G. (2014). Kindergarten beginning reading skills
growth: A growth mixture model application. Manuscript in preparation.
Sáez, L., Nese, J. F. T., Alonzo, J., & Tindal, G. (2014). Individual differences in K-2 CBM
fluency relations. Manuscript under review.
Sáez, L., Jamgochian, E. M., & Tindal, G. (2013). Accommodating special needs for large scale
assessments. In M. Simon, K. Ercikan, & M. Rousseau (Eds.), Improving large- scale
assessments in education. NY, NY: Routledge.
Sáez, L., Folsom, J., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student
attention behaviors, literacy instruction, and beginning word reading skill. Journal of
Learning Disabilities, 45 (5), 418-432.
Sáez, L., Schatschneider, C., & Swanson, H. L. (2009). The effect of L1 reading skills on
cognitive processing and achievement. Unpublished manuscript.
Swanson, H. L., Howard, C.B., & Sáez, L. (2007). Reading comprehension and working
memory in children with learning disabilities in reading. In K. Cain & J. Oakhill (Eds.),
Children’s comprehension problems in oral and written language: A cognitive
perspective. NY, NY: Guilford.
Swanson, H. L., Howard, C. B., & Sáez, L. (2006). Do different components of working memory
underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39
(3), 252-269.
Swanson, H. L., Sáez, L., & Gerber, M. (2006). Growth in literacy and cognition in bilingual
children at risk for reading disabilities. Journal of Educational Psychology, 98 (2), 247-
264.
Swanson, H. L., Sáez, L., & Gerber, M. (2004). Do phonological and executive processes in
English Learners at risk for reading disabilities in grade 1 predict performance in grade
2? Learning Disabilities Research & Practice, 19 (4), 225-238.
Swanson, H. L., Sáez, L., Gerber, M., & Leafstedt, J. (2004). Literacy and cognitive functioning
in bilingual and non-bilingual children at or not at risk for reading disabilities. Journal of
Educational Psychology, 96 (1), 3-18.
Swanson, H. L., & Sáez, L. (2003). Memory difficulties in children and adults with learning
disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning
disabilities. NY, NY: Guilford.
Institute for Education Science Post-Doctoral Research Fellow, Florida State University (2009-2010)
Institute for Education Science Post-Doctoral Research Fellow, University of Oregon (2010-2012)
Research Associate, Behavioral Research and Teaching, University of Oregon (2010-present)
Sáez, L., Lai, C. F., Alonzo, J., & Tindal, G. (2014). Kindergarten beginning reading skills
growth: A growth mixture model application. Manuscript in preparation.
Sáez, L., Nese, J. F. T., Alonzo, J., & Tindal, G. (2014). Individual differences in K-2 CBM
fluency relations. Manuscript under review.
Sáez, L., Jamgochian, E. M., & Tindal, G. (2013). Accommodating special needs for large scale
assessments. In M. Simon, K. Ercikan, & M. Rousseau (Eds.), Improving large- scale
assessments in education. NY, NY: Routledge.
Sáez, L., Folsom, J., Al Otaiba, S., & Schatschneider, C. (2012). Relations among student
attention behaviors, literacy instruction, and beginning word reading skill. Journal of
Learning Disabilities, 45 (5), 418-432.
Sáez, L., Schatschneider, C., & Swanson, H. L. (2009). The effect of L1 reading skills on
cognitive processing and achievement. Unpublished manuscript.
Swanson, H. L., Howard, C.B., & Sáez, L. (2007). Reading comprehension and working
memory in children with learning disabilities in reading. In K. Cain & J. Oakhill (Eds.),
Children’s comprehension problems in oral and written language: A cognitive
perspective. NY, NY: Guilford.
Swanson, H. L., Howard, C. B., & Sáez, L. (2006). Do different components of working memory
underlie different subgroups of reading disabilities? Journal of Learning Disabilities, 39
(3), 252-269.
Swanson, H. L., Sáez, L., & Gerber, M. (2006). Growth in literacy and cognition in bilingual
children at risk for reading disabilities. Journal of Educational Psychology, 98 (2), 247-
264.
Swanson, H. L., Sáez, L., & Gerber, M. (2004). Do phonological and executive processes in
English Learners at risk for reading disabilities in grade 1 predict performance in grade
2? Learning Disabilities Research & Practice, 19 (4), 225-238.
Swanson, H. L., Sáez, L., Gerber, M., & Leafstedt, J. (2004). Literacy and cognitive functioning
in bilingual and non-bilingual children at or not at risk for reading disabilities. Journal of
Educational Psychology, 96 (1), 3-18.
Swanson, H. L., & Sáez, L. (2003). Memory difficulties in children and adults with learning
disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning
disabilities. NY, NY: Guilford.
