Baker, S. K., Kame’enui, E. J., Simmons, D. C., Simonsen, B., Santoro, L. E. (in press). Characteristics of students with diverse learning and curricular needs. In M. Coyne, E. Kame’enui, & D. Carnine (Eds). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Pearson.
Center on Teaching and Learning
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Faculty and Staff
Santoro, Lana Edwards, Ph. D.
Research Associate
Alexandria, VA
Professional Development and Outreach Group
Ph.D., University of Oregon, 2000, Special Education
M.Ed., Boston University, 1997, Education
B.A., Wittenberg University, 1993, Education and Psychology
Lana Santoro, Ph.D., is a Research Associate with the Center on Teaching and Learning at the University of Oregon. Dr. Santoro’s education interests focus on the use of effective classroom practices for increasing student learning and school achievement. She is particularly interested in the use of read alouds to build comprehension and vocabulary, classroom discourse and instructional conversations, early literacy achievement of English language learners, and teacher professional development and instructional quality.
- Teacher Quality and Professional Development
- Comprehension, Vocabulary, Language Development
- Text-Based Discourse and Instructional Conversations
- Reading in the Content Areas
- Response to Intervention (RtI) Frameworks
Current Projects
Selected Publications
Santoro, L. E., Gersten, R., Newman-Gonchar, R. (in press). Designing rigorous group studies in special education: Common understandings of efficacy, effectiveness, and evidence standards. In J. M. Kauffman and D. P. Hallahan (Eds). Handbook of Special Education. New York: Routledge / Taylor & Francis.
Gersten, R., Dimino, J., Jayanthi, M., Kim, J., & Santoro, L. (2010). Impact of teacher study groups on reading instruction and student outcomes in first grade. American Educational Research Journal, 47, 694-739.
Santoro, L. E., Bishop, M. J. (2010). Selecting software with caution: An empirical evaluation of popular beginning reading software for children with early literacy difficulties. Computers in the Schools, 27, 99-120.
Coyne, M. D., Zipoli, R. P., Chard, D. J., Faggella-Luby, M., Ruby, M., Santoro, L. E., & Baker, S. (2009). Direct instruction of comprehension: Instructional examples from intervention research on listening and reading comprehension. Reading and Writing Quarterly, 25, 221-245.
Mercier Smith, J. L., Baker D., & Santoro L. (2009, January/February). Early intervention in bilingual education: Teaching phonological awareness in Spanish. NABE News.
Gersten, R., Compton, D., Santoro, L. E., Dimino, J., Linan-Thompson, S., & Tilly, D. (2008). Response to Intervention (RTI) & Multi Tier Intervention for Reading in the Primary Grades. Washington, D.C.: U.S. Department of Education, Institute for Education Sciences.
Santoro, L. E., Chard, D. C., Howard, L., Baker, S. K. (2008). Making the VERY most of read alouds to promote comprehension and vocabulary. Reading Teacher, 61(5), 396-408.
Bodzin, A. M., Waller, P. L., Santoro, L. E. (2007). Investigating the use of inquiry and web-based activities with inclusive biology learners. American Biology Teacher, 69(5), 273-279.
Eichelberger, J., Shaffer, T., Fulton, D., Davis, S., & Santoro, L. E. (2007). Improving student reading performance school by school: A Data-driven school-wide approach. Educational Leadership’s the Pennsylvania Administrator, 21-24.
Gersten, R. G., & Santoro, L. E. (2007). Advances in Research on Teaching Students with LD: Grappling with the issue of access to the general curriculum. In L. Florian (Ed.), Handbook of Reading Research. Cambridge, England: University of Cambridge.
Santoro, L. E., Baker, S. K., Chard, D. C., & Howard, L. (2007). The comprehension conversation: Using intentional and purposeful text-based discourse during read alouds to promote student comprehension and vocabulary. In B. Taylor & J. Ysseldyke (Eds.) Educational Interventions for Struggling Readers,; (pp. 109-137). New York: Teachers College Press.
Simmons, D. C., Kame’enui, E. J., Harn, B., Coyne, M. D., Stoolmiller, M., Santoro, L. E., Smith, S. B., Beck, C. T., Kaufman, N. (2007). Attributes of effective and efficient kindergarten reading intervention: An examination of instructional time and design of instructional specificity. Journal of Learning Disabilities, 40(4), 331-347.
Selected Presentations
Fien, H., Baker, S., Santoro, L. E., Park, Y., Chard, D., Williams, S., Haria, P., Otterstedt, J. (July, 2010). Enhancing Expository Read Alouds with Tier 2 Vocabulary and Language Instruction. Presented at the Society for the Scientific Study of Reading, Berlin, Germany.
Park, Y., Baker, S. K., Santoro, L. E., Fien, H., Chard, D., Haria, P., Otterstedt, J., & Williams, S. (March, 2010). Enhancing interactive read-alouds with tier 2 instruction. Poster presented at the annual conference of the American Educational Research Association, Denver, CO.
Park, Y., Baker, S., Santoro, L. E., Fien, H., Chard, D., Haria, P., Otterstedt, J., & Williams, S. (April, 2010). Enhancing Interactive Read Alouds with Tier 2 Instruction. Presented at the American Educational Research Association Annual Meeting.
Santoro, L. (June, 2010). Improving Student Reading Achievement: A Framework for RtII in the Domains of Reading, Writing, Speaking and Listening. Presented at the Response to Instruction and Intervention in Pennsylvania: An “All-Ed” Standards-Aligned System, Hershey, PA.
Santoro, L. (June, 2010). Improving Student Reading Achievement: A Sample Application of the RtII Framework within a Standards Aligned System. Presented at the Response to Instruction and Intervention in Pennsylvania: An “All-Ed” Standards-Aligned System, Hershey, PA.
Santoro, L. E., & Haria, P. (January, 2010). Making the Most of Read Aloud Time for Students who are Deaf and Hard of Hearing: How to Boost Vocabulary and Comprehension Through Text-Based Discourse. Presented at the Pennsylvania Technical Training and Assistance Network, Harrisburg, PA.
Santoro, L. E., Haria, P., Baker, S., Williams, S., Fien, H., Park, Y., & Otterstedt, J. (April, 2010). Enhancing Interactive Read Alouds in Early Elementary Classrooms with Small Group Instruction. Presented at the Council for Exceptional Children, Nashville, TN.