Sabatini CV

CURRICULUM VITAE

John Sabatini

The University of Memphis

Institute for Intelligent Systems and Psychology Department

365 Innovation Drive, Room 403F

Memphis, TN 38152

https://www.memphis.edu/iis/people/faculty_affiliates/jsabatini.php

website: https://www.sabatiniliteracy.com/home

Email: jpsbtini@memphis.edu / Phone: (609) 519-9313

Professional Preparation

University of Chicago 1984 B.A. Behavioral Sciences

University of Delaware 1997 Ph.D. Educational Studies

Employment History

2019-- Distinguished Research Professor, Department of Psychology and the Institute for Intelligent Systems, The University of Memphis, Memphis, TN

2012-2018 Managing Principal Research Scientist, Global Center, Educational Testing Service, Princeton, NJ

2007-2012 Senior Research Scientist, Global Center, ETS, Princeton, NJ

2002-2007 Research Scientist, Validity Center, ETS

1997-2002 Senior Researcher, National Center on Adult Literacy, University of Pennsylvania

1993-1997 Associate Director, Study of Adult Reading Acquisition, University of Delaware

Technical and Research Advisory Experience

2022- Reading Development Group, Progress in Intl Reading Literacy Study (PIRLS)

2022-24 Research Council, National Center for Family Learning

2021- Member, Reading Standing Committee, NAEP

2021- Technical Advisor, 2024 NAEP Special Study of Oral Reading

2021 Participant, Purdue College of Education Panel: Building Consensus: Aligning Reading Research with Practice

2020-21 Investigator, The Learner Data Institute (PI: Rus: NSF Award #1934745). (https://sites.google.com/view/learnerdatainstitute/home)

2021 Expert presenter, Panel Discussion of Relation of Knowledge to Comprehension, National Assessment Governing Board NAEP, Mar 4.

2020 Virtual Expert Workshop Competency Based Scenario Design in Intelligent Tutoring Systems (Sponsor US Army and IIS)

2018- Member, Expert Panel, NCES Longitudinal Studies Reading Assessment Framework

2017 Program Chair, 27th Annual International Society for Text and Discourse Conference in Philadelphia, PA

2015-20 Technical Advisor, 2018 NAEP Special Study of Oral Reading

2015-18 PISA Literacy Expert Panel Member

2012 Expert Panel, IES Advancing Adult Education meeting

2010-13 IES Reading and Writing Review Panel standing member

2010-14 PIAAC Literacy Expert Panel Member

2010-13 Evaluation Advisory Panel – Reading Apprenticeship Evaluation (DOE Project conducted by IMPAQ)

2008-9 Technical Advisory Group - Strengthening Adult Reading Instructional Practices (SARIP) (DOE Project conducted by Abt Associates)

2006 IES Reading and Writing Review Panel—November 2006

2006 Technical Review Panel-Progress in International Reading Literacy Study – PIRLS 2006

2005-6 Technical Advisor, ‘Assessment of Adult Instruction in Reading’ Project, U. Tenn/IES

2003-8 Adult and Adolescent Reading Research Network member

2005-8 Design Team, SERP Boston Public Schools Field Site

2005-6 Technical Advisor, NCSALL/NIFL Evidence-based Practice Project

2005-8 Technical Advisory Panel, Vocabulary Addition to NAAL

2005- Content Expert, ERIC Enhancement Project

2002 Framework Enhancement Committee, NAAL

2002 Technical Advisor, Fluency Assessment battery, NAAL

2000 Advisor, National Educational Goals Panel, Adult and Lifelong Learning

2000-2002 Technical Assistance Group, NIFL Equipped for the Future Standards Assessment Consortium

2001 Member, Content Review Panel, National Adult Assessment of Literacy (NAAL)

Publications

Talwar, A., Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. M., O'Reilly, T., & Sabatini, J. (2020). Reading Literacy Skills, Metacognitive Reading Strategies, and Reading Motivation. Journal of College Reading and Learning.

Magliano, J. P., Talwar, A., Feller, D. P., Wang, Z., O’Reilly, T., & Sabatini, J. (2022). Exploring thresholds in the foundational skills for reading and comprehension outcomes in the context of postsecondary readers. Journal of Learning Disorders. 00222194221087387

Graesser, A. C., & Sabatini, J. (2022). How can the Social Sciences Help AI Navigate its Ethical Dilemmas? in Hampton, A. J. & DeFalco, J. A. The Frontlines of AI Ethics: Human Centric Perspectives on Technology’s Advance. London: Routledge.

Sabatini, J., Park, J.H., Chakraborty, A., Graesser, A.C., Macintyre, T., Chandrasekharan. M., and Ogunniran, M.O. (2022) ‘Education technology’ in Vickers, E.A., Pugh, K. and Gupta, L. (eds.) Education and context in Reimagining education: The International Science and Evidence Based Education Assessment [Duraiappah, A.K., Atteveldt, N.M. van et al. (eds.)]. New Delhi: UNESCO MGIEP.

Graesser, A. C., Sabatini, J. P., & Li, H. (2021). Educational Psychology Is Evolving to Accommodate Technology, Multiple Disciplines, and Twenty-First-Century Skills. Annual Review of Psychology, 73

Hollander, J., Sabatini, J., & Graesser, A. C. (2021). An intelligent tutoring system for improving adult literacy skills in digital environments. COABE Journal, 10(2), 59–64.

Smith, E. H., Hollander, J., Graesser, A. C., Sabatini, J., & Hu, X. (2021). Integrating SARA Assessment with Reading Comprehension Training in AutoTutor. English Teaching, 76, 17-29. DOI: https://doi.org/10.15858/engtea.76.s1.202109.17 http://journal.kate.or.kr

Wang, Z., O’Reilly, T., Sabatini, J., McCarthy, K. S., & McNamara, D. S. (2021). A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading. Learning and Instruction, 73, 101462.

White, S., Sabatini, J., Park, B. J., Chen, J., Bernstein, J., & Li, M. (2021). The 2018 NAEP Oral Reading Fluency Study. NCES 2021-025. National Center for Education Statistics.

White, T. G., Sabatini, J. P., & White, S. (2021). What Does “Below Basic” Mean on NAEP Reading? Educational Researcher, 0013189X211044144. https://doi.org/10.3102/0013189X211044144

Chen, S., Fang, Y., Shi, G., Sabatini, J., Greenberg, D., Frijters, J., & Graesser, A. C. (2020). Automated Disengagement Tracking Within an Intelligent Tutoring System. Frontiers in Artificial Intelligence, 3.

Feller, D. P., Magliano, J., Sabatini, J., O’Reilly, T., & Kopatich, R. D. (2020). Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers. Discourse Processes, 1-18.

Gabrielsen, E., & Sabatini, J. (2020). A Closer Look at Low-Performing Adult Readers in the Scandinavian Countries. Scandinavian Journal of Educational Research, 64(2), 242–255.

Klebanov, B. B., Loukina, A., Lockwood, J., Liceralde, V. R. T., Sabatini, J., Madnani, N., Gyawali, B., Wang, Z., & Lentini, J. (2020). Detecting learning in noisy data: The case of oral reading fluency. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, 490–495.

Magliano, J. P., Higgs, K., Santuzzi, A., Tonks, S. M., O'Reilly, T., Sabatini, J., ... & Parker, C. (2020). Testing the Inference Mediation Hypothesis in a Post-Secondary Context. Contemporary Educational Psychology, 101867.

Sabatini, J., O'Reilly, T., Dreier, K., & Wang, Z. (2020). Cognitive processing challenges associated with low literacy in adults (pp. 17-400. In D. Perin (Ed.), Wiley Handbook of Adult Literacy, Wiley Blackwell, Hoboken, NJ.

Sabatini, J., O’Reilly, T., Weeks, J. & Wang, Z. (2020). Engineering a 21st Century Reading Comprehension Assessment System Utilizing Scenario-based Assessment Techniques. International Journal of Testing, 1-23. DOI: 10.1080/15305058.2018.1551224

Klebanov, B. B., Loukina, A., Madnani, N., Sabatini, J., & Lentini, J. (2019). Would you? Could you? On a tablet? Analytics of Children’s eBook Reading. Proceedings of the 9th International Conference on Learning Analytics & Knowledge, 106–110.

Klebanov, N. M. B. B., JohnSabatini, A. B., & Flor, P. L. M. (2019). My Turn To Read: An Interleaved E-book Reading Tool for Developing and Struggling Readers. ACL 2019, 141.

Loukina, A., Klebanov, B. B., Lange, P. L., Qian, Y., Gyawali, B., Madnani, N., Misra, A., Zechner, K., Wang, Z., & Sabatini, J. (2019). Automated Estimation of Oral Reading Fluency During Summer Camp e-Book Reading with MyTurnToRead. INTERSPEECH, 21–25.

Madnani, N., Klebanov, B. B., Loukina, A., Gyawali, B., Lange, P. L., Sabatini, J., & Flor, M. (2019). My Turn To Read: An Interleaved E-book Reading Tool for Developing and Struggling Readers. Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics: System Demonstrations, 141–146.

O’Reilly, T., Sabatini, J. & Wang, Z. (2019). What you don’t know won’t hurt you, unless you don’t know you’re wrong, Reading Psychology, 40:7, 638-677.

O’Reilly, T., Wang, Z., & Sabatini, J., (2019). How Much Knowledge is too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension. Psychological Science, 1-8, DOI: 10.1177/0956797619862276

Wang, Z., Sabatini, J., O’Reilly, T., & Weeks, J. (2019): When Slower is Faster: Time Spent Decoding Novel Words Predicts Better Decoding and Faster Growth, Scientific Studies of Reading, DOI: 10.1080/10888438.2019.1696347

Burstein, J., Sabatini, J., & Shore, J. (2018). Developing natural language processing applications for educational problem spaces. In R. Mitkov (Ed.), Second, revised edition of the Oxford handbook of computational linguistics. Oxford, UK: Oxford University Press.

Deane, P., Song, Y., Van Rijn, P., O’Reilly, T., Fowles, M., Bennett, R. E., . . . Zhang, M. (2018). Scenario-based assessment of written argumentation. Reading and Writing: An Interdisciplinary Journal, 1-32.

Magliano, J. P., McCrudden, M. T., Rouet, J.-F., & Sabatini, J. (2018). The modern reader: Should changes to how we read affect research and theory? In M. F. Schober, M. A. Britt & D. N. Rapp (Eds.), The Routledge handbook of discourse processes (2nd edition) (pp. 343-361). New York: Taylor & Francis.

McCarthy, K. S., Guerrero, T. A., Kent, K. M., Allen, L. K., McNamara, D. S., Chao, S.-F., Steinberg, J., O’Reilly, T., & Sabatini, J. (2018). Comprehension in a scenario-based assessment: Domain and topic-specific background knowledge. Discourse Processes, 55(5–6), 510–524.

O’Reilly, T., Feng, G., Sabatini, J., Wang, Z., & Gorin, J. (2018). How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior. Educational Measurement, 23, 277-295.

O’Reilly, T., Sabatini, J., & Wang, Z., (2018). Using scenario-based assessments to measure deep learning. In K. Millis, D. Long, J. Magliano, & K. Weimer (Eds.), Deep Comprehension: Multi-disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension, 1st Edition (pp. 197–208). NY, NY: Routledge.

Sabatini, J., O’Reilly, T., & Wang, Z. (2018). Relating reading comprehension to oral reading performance in the NAEP fourth-grade special study of oral reading. Reading Research Quarterly. https://doi.org/10.1002/rrq.226

Sabatini, J., O’Reilly, T., & Doorey, N. (2018). The Reading for Understand initiative: Key findings and implications for states and districts. Washington, DC: Council for Chief State School Officers and Educational Testing Service.

Sabatini, J., O’Reilly, T., & Doorey, N. (2018). Retooling literacy education for the twenty-first century: Key findings of the reading for understanding initiative and their implications. Princeton, NJ: Center for Research on Human Capital and Education, Educational Testing Service and CCSSO.

Sabatini, J., O'Reilly, T., Wang, Z., & Dreier, K. (2018). Scenario-based assessment of multiple source use In J. L. G. Braasch, I. Braten & M. T. McCrudden (Eds.), The handbook of multiple source use (pp. 447-465). New York: Taylor & Francis/Routledge.

Wang, Z., Sabatini, J., O’Reilly, T., & Weeks, J. (2018). Decoding and reading comprehension: A test of the Decoding Threshold Hypothesis. Journal of Educational Psychology, DOI: 10.1037/edu0000302.

Klebanov, B. B., Loukina, A., Sabatini, J., & O’Reilly, T. (2017). Continuous fluency tracking and the challenges of varying text complexity. Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications, 22–32.

Wang, Z., Sabatini, J., O’Reilly, T., & Feng, G. (2017). How individual differences interact with task demands in text processing. Scientific Studies of Reading, 21(2), 165-178. doi: http://dx.doi.org/10.1080/10888438.2016.1276184.

Grotlüschen, A., Mallows, D., Reder, S., & Sabatini, J. (2016). Adults with low proficiency literacy or numeracy, OECD Education Working Papers. Paris: OECD Publishing. http://dx.doi.org/10.1787/5jm0v44bnmnx-en.

O’Reilly, T., & Sabatini, J. (2016). Using advances in cognitive science to improve students study skills and reading comprehension. In R. Schiff & R. M. Joshi (Eds.), Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities (pp. 139-158). Switzerland: Springer International.

Sabatini, J., O’Reilly, T., Halderman, L & Weeks, J, (2016). Assessing comprehension in kindergarten through third grade. Topics in Language Disorders, 36(4), 334-355.

Sabatini, J. (2015). Understanding the basic reading skills of US adults: Policy and practical implications from the PIAAC literacy survey. Princeton, NJ: The ETS Center for Research on Human Capital and Education.

Shore, J. R., Sabatini, J. P., Lentini, J., & Holtzman, S. (2015). Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners. Reading Psychology, 36(1), 86-104. DOI: 10.1080/02702711.2013.835294

O’Reilly, T., Weeks, J., Sabatini, J., Steinberg, J., & Halderman, L. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measure. Educational Psychology Review, 403-424.

Sabatini, J., O’Reilly, T., Halderman, L. & Bruce, K. (2014). Broadening the Scope of Reading Comprehension using Scenario-based Assessments: Preliminary Findings and Challenges. L’Année psychologique/Topics in Cognitive Psychology, 114, 693-723.

Sabatini, J., O’Reilly, T., Halderman, L., & Bruce, K. (2014). Integrating scenario-based and component reading skill measures to understand the reading behavior of struggling readers. Learning Disabilities Research & Practice, 29(1), 36-43.

Gorin, J. S., O’Reilly, T., Sabatini, J., Song, Y., & Deane, P. (2013). Measurement: Facilitating the goal of literacy. In B. Miller, P. McCardle, & R. Long (Eds.), Teaching reading & writing: Improving instruction & student achievement. Paul H. Brookes Publishing Co.

Sabatini, J., & O’Reilly, T. (2013). Rationale for a new generation of reading comprehension assessments. In B. Miller, L. Cutting, & P. McCardle (Eds.), Unraveling the behavioral, neurobiological, and genetic components of reading comprehension (pp. 100-111). Baltimore, MD: Brookes Publishing, Inc.

Scarborough, H., Sabatini, J., Shore, J., Cutting, L., Pugh, K., & Katz, L. (2013). Meaningful reading gains by adult literacy learners. Reading & Writing, 26(4), 593–613. https://doi.org/10.1007/s11145-012-9385-4

Shore, J. R., Sabatini, J. P., Lentini, J., & Holtzman, S. (2013). Changes in Reading Practices and Perceptions in Low-Literacy-Level Adult Learners. Reading Psychology, 34(6), 550–568. https://doi.org/10.1080/02702711.2012.660371

Deane, P., Sabatini, J., & Fowles, M. (2012). Rethinking K-12 writing assessments to support best instructional practices. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Null, P. Rogers, & A. Stansell (Eds.), International Advances in Writing Research: Cultures, Places, Measures (pp. 83-101). Anderson, SC: Parlor Press.

Eason, S., Sabatini, J., Goldberg, L. F., Bruce, K., & Cutting, L. E. (2012). Examining the Relationship between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension among Different Types of Readers. Scientific Studies of Reading.

Jiang, X., Sawaki, Y., & Sabatini, J. (2012). Word reading efficiency, text reading fluency, and reading comprehension among Chinese learners of English. Reading Psychology, 33, 323-349.

Mislevy, R. J., & Sabatini, J. (2012). How research on reading and research on assessment are transforming reading assessment (or if they aren’t, how they ought to). In J. P. Sabatini, E. R. Albro & T. O'Reilly (Eds.), Assessing reading in the 21st century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: Rowman and Littlefield.

O’Reilly, T., Sabatini, J., Bruce, K., Pillarisetti, S., & McCormick, C. (2012). Middle school reading assessment: Measuring what matters under an RTI framework. Reading Psychology Special Issue: Response to Intervention, 33 (1-2), 162-189.

Sabatini, J., O'Reilly, &T. Albro, E. (Eds.). (2012). Measuring up: Advances in how we assess reading ability. Lanham, MD: Rowman & Littlefield Education.

Sabatini, J., Albro, E., & O'Reilly, T. (Eds.). (2012). Reaching an understanding: Innovations in how we view reading assessment. Lanham, MD: Rowman & Littlefield Education.

Scarborough, H. S., Sabatini, J., Shore, J., Cutting, L. E., Pugh, K. R., & Katz, L. (2012). Measuring reading gains in adult literacy learners. Reading and Writing: An Interdisciplinary Journal.

Sabatini, J. P. (2011). Learning and assessment of adult reading literacy. In S. Graham, K. Harris & T. Urdan (Eds.), APA educational psychology handbook (vol. 3) (pp. 63-83). Washington, DC: American Psychological Association.

Sabatini, J., Bennett, R. E., & Deane, P. (2011). Four years of cognitively based assessments of, for, and as learning (CBAL): Learning about through course assessment (TCA). Princeton, NJ: Center for K-12 Assessment & Performance Management at ETS.

Sabatini, J. P. and K. Bruce (2011). PIACC Framework for the assessment of reading component skills. OECD Education Working Papers. Paris, OECD Publishing.

Sabatini, J. P., Shore, J., Holtzman, S., & Scarborough, H. S. (2011). Relative effectiveness of reading intervention programs for adults with low literacy. Journal of Research on Educational Effectiveness, 4(2), 118-133.

MacArthur, C. A., Greenberg, D., Mellard, D. F., & Sabatini, J. P. (2010). Introduction to the special issue on models of reading component skills in low-literate adults. Journal of Learning Disabilities, 43(2), 99-100.

Sabatini, J. P., Sawaki, Y., Shore, J. R., & Scarborough, H. S. (2010). Relationships among reading skills of adults with low literacy. Journal of Learning Disabilities, 43(2), 122-138.

Baer, J., M. Kutner, & Sabatini, J. (2009). Basic reading skills and the literacy of the America's least literate adults: Results from the 2003 national assessment of adult literacy (NAAL) supplemental studies, National Center for Education Statistics, Institute for Education Sciences, U. S. Department of Education. Washington, DC.

Sabatini, J. P. (2009). From health/medical analogies to helping struggling middle school readers: Issues in applying research to practice. In S. Rosenfield & V. Berninger (Eds.), Translating science-supported instruction into evidence-based practices: Understanding and applying the implementation process (pp. 285-316). New York: Oxford University Press.

Deane, P., Sheehan, K. M., Sabatini, J., Futagi, Y., & Kostin, I. (2006). Differences in text structure and its implications for assessment of struggling readers. Scientific Studies of Reading, 10(3), 257-275.

Sabatini, J. P. (2005). What does it mean to comprehend or construct meaning in multimedia environments: Thoughts on cognitive and assessment construct development. In T. Trabasso, J. P. Sabatini, D. C. Massaro & R. C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 149-172). Mahwah, NJ: Erlbaum.

Trabasso, T., Sabatini, J. P., Massaro, D. C., & Calfee, R. C. (Eds.). (2005). From orthography to pedagogy: Essays in honor of Richard L. Venezky. Mahwah, NJ: Lawrence Erlbaum.

Sabatini, J. P. (2003). Word reading processes in adult learners. In E. M. H. Assink & D. Sandra (Eds.), Reading complex words: Cross-language studies (pp. 265-294). London: Kluwer.

Sabatini, J. P. (2002). Efficiency in word reading of adults: Ability group comparisons. Scientific Studies of Reading, 6(3), 267-298.

Sabatini, J. P., Russell, M., & Ginsburg, L. (2002). Professionalization and certification for teachers in adult basic education. In J. Comings & C. Smith (Eds.), The annual review of adult learning and literacy (pp. 203-247). Jossey-Bass for the National Center for the Study of Adult Literacy and Learning.

Venezky, R. L., & Sabatini, J. P. (2002). Introduction to this special issue: Reading development in adults. Scientific Studies of Reading, 6(3), 217-220.

Ginsburg, L., Sabatini, J. P., & Wagner, D. L. (2000). Basic skills in adult education and the digital divide. In Organization for Economic Co-operation and Development (Ed.), Learning to bridge the digital divide (pp. 77-90). Paris, France: Author.

Russell, M., & Sabatini, J. P. (2001). Technology-mediated professional development for teachers of English language literacy. Technowlogia, 3(6), 22-25.

Sabatini, J. P. (2000). LiteracyLink: Helping adults build their personal success. Technowlogia, 2(5), 19-22.

Sabatini, J. P. (1999). Adult reading acquisition. In D. A. Wagner, R. L. Venezky & B. Street (Eds.), Literacy: An international handbook (pp. 49-53). New York: Garland Publishing.

Sabatini, J. P. (1998). Changing the culture of testing with technology: Computerized assessments of basic reading skills in adults and more. In C. H. Hopey (Ed.), Adult learning rechnology and basic skills (pp. 71-79). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.

Venezky, R. L., Bristow, P. S., & Sabatini, J. P. (1997). When less is more: Methods for placing students in adult literacy classes. Adult Basic Education, 7, 3-22.

Venezky, R. L., Bristow, P. S., & Sabatini, J. P. (1994). Measuring change in adult literacy programs: Enduring issues and a few answers. Educational Assessment, 2, 101-131.

Technical Reports

Sabatini, J., Weeks, J., O’Reilly, T., Bruce, K., Chao, & Steinberg, J. (2019). SARA reading components tests, RISE forms: Test design and technical adequacy, 3rd Edition (ETS RR-15-32). Princeton, NJ: ETS. doi:10.1002/ets2.12076

O’Reilly, T., Deane, P., & Sabatini, J. (2015). Building and Sharing Knowledge Key Practice: What Do You Know, What Don’t You Know, What Did You Learn? (ETS RR-15-24) Princeton, NJ: ETS.

Sabatini, J., Bruce, K., Steinberg, J., & Weeks, J. (2015). SARA reading components tests, RISE forms: Test design and technical adequacy, 2nd Edition (Research Report No. RR-15-32). Princeton, NJ: ETS.

O'Reilly, T., & Sabatini, J. (2013). Reading for understanding: How performance moderators and scenarios impact assessment design. Princeton, NJ: Educational Testing Service.

Sabatini, J., O'Reilly, T., & Deane, P. (2013). Reading literacy assessment framework: Foundation and rationale for assessment and system design. Princeton, NJ: ETS.

Sabatini, J. P., Bruce, K., & Steinberg, J. (2013). SARA reading components tests, RISE form: Test design and technical adequacy (ETS RR-13-08). Princeton, NJ: Educational Testing Service.

Burstein, J., Shore, J., Sabatini, J., Moulder, B., Holtzman, S., & Pedersen, T. (2012). The Language Muse system: Linguistically focused instructional author (ETS RR-12-21). Princeton, NJ: ETS.

Deane, P., Sabatini, J., & O’Reilly, T. (2012). English language arts literacy framework. Princeton, NJ: ETS.

Deane, P., & Sabatini, J. (2011). CBAL ELA competency model and learning progressions. http://ela.cbalwiki.ets.org/,

Deane, P., Sabatini, J., & O’Reilly, T. (2011). English language arts literacy framework. Princeton, NJ: Education Testing Service.

Shore, J., & Sabatini, J. (2009). English language learners with reading disabilities: A review of the literature and the foundation for a research agenda (No. ETS RR-09-20). Princeton, NJ: Educational Testing Service.

Ventura, M., & Sabatini, J. (2009). An investigation of vocabulary learning through vocabulary builder (No. ETS RR-09-23). Princeton, NJ: Educational Testing Service.

Cahalan-Laitusis, C., Cook, L., Cline, F., King, T., & Sabatini, J. (2008). Examining the impact of audio presentation on tests of reading comprehension (No. ETS RR-08-23). Princeton, NJ: Educational Testing Service.

Burstein, J., Sabatini, J., Shore, J., Hutcheson, S., & Stone, E. (2007). Reading comprehension of English language learners in content areas: Evaluation of an Automated Text Adaptation Tool. Final Report to the ELLA Initiative.

Sawaki, Y., & Sabatini, J. (2007). Component reading skills and reading comprehension in English as a second language. Final report to the ELLA Initiative.

Burstein, J., Shore, J., Sabatini, J., Lee, Y. & Ventura, M. (2006). The Automated Text Adaptation Tool v.1.0: Reading comprehension support for English language learners. Final report to the ELLA Initiative.

Goe, L., Sabatini, J., Tannenbaum, R., Cline, F., et al. (2006) A scientifically-based analysis of reading items and their alignment with NRP domains: A report on research conducted by Educational Testing Service for the Institute of Education Sciences.

International Literacy Institute (1999, September). Assessing basic learning competencies among youth and young adults in developing countries: Analytic survey framework and implementation guidelines. Final Report based on Expert Workshop for EFA 2000, April 12-14, ILI-Unesco, Philadelphia. (Principal authors: Sabatini, J. S. Gal, I. & Wagner, D.)

Sabatini, J. P. (2004). Framework for the assessment of reading component skills. Prepared for Literacy Assessment and Monitoring Program (LAMP).

Sabatini, J. P. (2001) Designing multimedia learning systems for adult learners: Basic skills with a workforce emphasis. Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Sabatini, J., Deane, P., Ventura, M., & O’Reilly, T. (2006). Review of the cognitive basis for reading assessments. ETS Research Report,

Sabatini, J. P., & PDK Group. (2001) Teacher perspectives on the adult education profession: National survey findings about an emerging profession. Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Sabatini, J. P. & Venezky, R. L. (2000). Study of adult reading acquisition (SARA): Test development and technical data. Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Sabatini, J. P., Venezky, R. L., Kharik, P. & Jain, R. (2000). Cognitive assessments for low literate adults: An analytic review and new framework (Technical Report TR00-01). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Sabatini, J. P., Venezky, R. L., & Bristow, P. S. (1996). Comparing applied literacy and basic skills tests as measures of adult literacy performance (Technical Report TR95-3). Philadelphia: National Center on Adult Literacy, University of Pennsylvania.

Venezky, R. L., Sabatini, J. P., Brooks, C., & Carino, C. (1996). Policy and practice in adult learning: A case study perspective. (Technical Report TR96-06). Philadelphia: University of Pennsylvania, National Center on Adult Literacy.

Patents

Method and System for Automatic Generation of Adapted Content to Facilitate Reading Skill Development for Language Learners, U.S. Patent Number 8,239,762, issued August 7, 2012 (with Jane Shore, John Sabatini, and Matthew Ventura)

Virtual reading companion technology to support the acquisition of reading fluency. U.S. patent number 11,024,194was granted by the patent office on 2021-06-01 for. This patent grant is currently assigned to Educational Testing Service. [Educational Testing Service. Invention is credited to Beata Beigman Klebanov, Markku T. Hakkinen, Rene R. Lawless, John Sabatini.]

Other Professional

Member: Scientific Study of Reading Society, Society for Text and Discourse, American Educational Research Association, International Reading Association, International Dyslexia Association, NCME. Reviewer: Annals of Dyslexia; Elementary Schools Journal (Member, Editorial Board); Instructional Science; Learning and Individual Differences; Reading and Writing: An Interdisciplinary Journal; Reading Psychology (Member, Editorial Board), Reading Research Quarterly; Journal of Educational Psychology; Journal of Learning Disabilities; Carnegie Foundation, Spencer Foundation, NICHD Ad hoc review panel

Reviewer: Annals of Dyslexia; Elementary Schools Journal (Member, Editorial Board); Instructional Science; Learning and Individual Differences; Reading and Writing: An Interdisciplinary Journal; Reading Psychology (Member, Editorial Board), Reading Research Quarterly; Journal of Educational Psychology; Journal of Learning Disabilities; Carnegie Foundation, Spencer Foundation, NICHD Ad hoc review panel

Conference papers/presentations have been accepted and presented at AERA, SSSR, ST&D conferences for about 15 consecutive years, and sporadically at NCME, AAAL, SREE, IDA, ILA and others.

Grants: IES PI five times; co-PI six times and co-Investigator or subaward lead four times, as well as serving on multiple technical panels. I have also been PI on two grants with NIH funding and investigator on others.