Schatschneider Lab
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  • Students - Past and Present
    • Sara Hart
    • Jessica Logan
    • Yaacov Petscher
    • Leilani Saez
    • Liz Tighe
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 Unpublished manuscript.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.

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