Doris L Baker
Biographic Data
| ID | 4629944 |
|---|---|
| NAME | Doris L Baker |
| GIVEN NAMES | Doris L |
| FAMILY NAME | Baker |
| SIGNATURE | BAKER D L |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0001-8517-9799 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Effects of Bilingual Letter Sound Knowledge and Word Automaticity in Spanish and in English on Reading Comprehension for First Grade Bilingual Students
We examine the strength of the relation between letter sound knowledge, word reading, and reading comprehension in Spanish and in English for 1,010 bilingual first grade students learning to read in both languages in the United States. Students were assessed in both languages on multiple beginning reading measures and on reading comprehension in Spanish and in English at the end of the year. Findings from structural equation modeling indicated th…
Structural and Relational Parental Practices Among Latino Immigrant Families
Advancing Formative Assessment
This study investigates how natural language processing (NLP) can support the assessment and learning of science vocabulary among multilingual and multicultural learners, drawing on data from two federally funded studies in the United States. Students define and use target vocabulary in a sentence, with responses transcribed and scored using NLP tools. Employing a mixed-methods design and guided by established socioecological theoretical framewor…
Navigating the science education landscape
Diagnostic accuracy of Spanish and English screeners with Spanish and English criterion measures for bilingual students in Grades 1 and 2
The purpose of this study was to examine the diagnostic accuracy of English and Spanish language screeners when predicting reading comprehension outcomes in both languages at the end of Grade 1 and Grade 2. Participants were 1221 Latino/a bilingual students in Grade 1 and 1004 in Grade 2 who were attending bilingual programs in the Pacific Northwest and in Texas. We used ROC curve analyses to calculate the area under the curve (AUC; A) for each m…
Supporting vocabulary development within a multitiered system of support
Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students
The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive vocabulary. To determine student vocabulary level in Spanish, we administered a receptive Spanish vocabulary…
Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners
We examine the promise, usability, and feasibility of an intelligent tutoring system (ITS) to improve the vocabulary and language proficiency in science and social studies of Latinx second grade English learners (ELs). Participants were 217 ELs attending English only programs or bilingual programs. Findings from the clustered randomized control trial using a researcher-developed proximal assessment indicated that students who used the ITS signifi…
Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities
We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with cur…
Increasing parental knowledge through workshops on early childhood programs, home literacy, and technology use
This experimental study explores the effects of workshops designed to increase directly the knowledge of Latinx parents, and indirectly, their children’s vocabulary knowledge. Thirty-two Latinx mothers were randomly assigned to either attend six workshops in Spanish (n = 17), or to a wait-list control group (n = 15). Workshops included carefully designed strategies to scaffold the information based on parent English language proficiency, early ch…
Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus busin…
Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus busin…
Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities
We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with cur…
Increasing parental knowledge through workshops on early childhood programs, home literacy, and technology use
This experimental study explores the effects of workshops designed to increase directly the knowledge of Latinx parents, and indirectly, their children’s vocabulary knowledge. Thirty-two Latinx mothers were randomly assigned to either attend six workshops in Spanish (n = 17), or to a wait-list control group (n = 15). Workshops included carefully designed strategies to scaffold the information based on parent English language proficiency, early ch…
Exploring the cross-linguistic transfer of reading skills in Spanish to English in the context of a computer adaptive reading intervention
We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus busin…
Increasing parental knowledge through workshops on early childhood programs, home literacy, and technology use
This experimental study explores the effects of workshops designed to increase directly the knowledge of Latinx parents, and indirectly, their children’s vocabulary knowledge. Thirty-two Latinx mothers were randomly assigned to either attend six workshops in Spanish (n = 17), or to a wait-list control group (n = 15). Workshops included carefully designed strategies to scaffold the information based on parent English language proficiency, early ch…
Multiple language exposure for children with autism spectrum disorder from culturally and linguistically diverse communities
We review studies that examined whether children who have been diagnosed with autism spectrum disorder (ASD) and who are from culturally and linguistically diverse communities benefit more from being exposed to one versus two or more languages. Fourteen articles fit our criteria. The findings suggest that children with ASD benefit from richer interactions with parents and teachers in their native language. These findings are inconsistent with cur…
Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners
We examine the promise, usability, and feasibility of an intelligent tutoring system (ITS) to improve the vocabulary and language proficiency in science and social studies of Latinx second grade English learners (ELs). Participants were 217 ELs attending English only programs or bilingual programs. Findings from the clustered randomized control trial using a researcher-developed proximal assessment indicated that students who used the ITS signifi…
Diagnostic accuracy of Spanish and English screeners with Spanish and English criterion measures for bilingual students in Grades 1 and 2
The purpose of this study was to examine the diagnostic accuracy of English and Spanish language screeners when predicting reading comprehension outcomes in both languages at the end of Grade 1 and Grade 2. Participants were 1221 Latino/a bilingual students in Grade 1 and 1004 in Grade 2 who were attending bilingual programs in the Pacific Northwest and in Texas. We used ROC curve analyses to calculate the area under the curve (AUC; A) for each m…
Supporting vocabulary development within a multitiered system of support
Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students
The purpose of the current study was to examine the influence of L1 (i.e. Spanish) receptive vocabulary on both expressive and receptive knowledge of target vocabulary words taught through L2 (i.e. English) instruction and intervention. Participants were Bilingual US kindergarten students determined to be at-risk based on English receptive vocabulary. To determine student vocabulary level in Spanish, we administered a receptive Spanish vocabulary…
Advancing Formative Assessment
This study investigates how natural language processing (NLP) can support the assessment and learning of science vocabulary among multilingual and multicultural learners, drawing on data from two federally funded studies in the United States. Students define and use target vocabulary in a sentence, with responses transcribed and scored using NLP tools. Employing a mixed-methods design and guided by established socioecological theoretical framewor…
Navigating the science education landscape
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
This study used the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey to measure 93 Grade 1 teachers’ beginning-of-year knowledge within five domains (phonological awareness; phonics/decoding/encoding; reading fluency; oral language; reading comprehension) and reading performance in those domains at beginning and end of year for 205 students at risk for reading difficulties in teachers’ classro…
Effects of Bilingual Letter Sound Knowledge and Word Automaticity in Spanish and in English on Reading Comprehension for First Grade Bilingual Students
We examine the strength of the relation between letter sound knowledge, word reading, and reading comprehension in Spanish and in English for 1,010 bilingual first grade students learning to read in both languages in the United States. Students were assessed in both languages on multiple beginning reading measures and on reading comprehension in Spanish and in English at the end of the year. Findings from structural equation modeling indicated th…
Structural and Relational Parental Practices Among Latino Immigrant Families
Psychology (6 works) · Reading and Literacy Development (5 works) · Language Development and Disorders (4 works) · Linguistics (4 works) · Vocabulary (4 works) · Vocabulary development (4 works) · Comprehension (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Language proficiency (3 works)