Doris Baker
Visiting Assistant Professor
Ph.D., University of Oregon
3101 University Blvd, Ste.345
Dallas, 75205
Box 455
214-768-3227
Send an email
Doris Luft Baker, Ph.D., is currently a research associate at the Center on
Teaching and Learning at the University of Oregon, and Co-PI on two IES efficacy
studies titled: Early Vocabulary Intervention and Reading Intervention with
Spanish-Speaking Students: Maximizing Instructional Effectiveness in English and
Spanish. Both studies are being carried out in multiple states. For the last
six years, Dr. Baker has provided extensive professional development in national
and international settings to beginning reading teachers of English Learners (ELs)
in Spanish and English, including teachers of ELs at risk for learning
disabilities. Baker completed her doctoral degree in Educational Leadership at
the University of Oregon with a specialization in assessment in 2007. Her
dissertation was published in 2008. She is the main author of a formative
assessment in Spanish for students in grades K-3 titled: Indicadores
Dinámicos del Exito en la Lectura (IDEL), and she has developed several
interventions, including a read-aloud enhancement for ELs in first grade. Dr.
Baker has also provided professional development and consultation to parents and
teachers in Chile and Mexico. Prior to her doctoral studies, Dr. Baker was a
Spanish instructor at the University of Oregon, where she taught all Spanish
language level courses for 14 years. Baker won an instructor of the year award
in 2002. Her main research interests are in (a) the assessment of English
learner academic skills, (b) the development and examination of research-based
interventions in Spanish and in English and (c) the delivery of high quality
professional development in Spanish and in English to improve reading outcomes
for English learners. Dr. Bakers work has been published in School
Psychology Review, Reading and Writing: An Interdisciplinary Journal,
Psicothema, Focus on Exceptional Children, and Escritos de
Psicología among others. She recently received the 2011 article of the year
honorable mention from School Psychology Review for her article titled:
Effects of Reading Comprehension on Passage Fluency in Spanish and English for
Second Grade English Learners. Dr. Baker was born in Brazil, but grew in
Colombia and Mexico. She is proficient in Spanish, English, Portuguese, and
German.
SCHOLARSHIP
PUBLICATIONS
Refereed
Baker, D. L., Park, Y., Baker, S. K., Basaraba, D., Kameenui, E. & Thomas Beck,
C. (in press). Effects of a paired bilingual reading program on the reading
performance of English learners in grades 1-3.
Journal of School Psychology.
Cena, J., Baker, D. L., Kameenui, E. J., Baker, S.K., Park, Y., & Smolkowski,
K. (in press). The impact of a systematic and explicit vocabulary intervention
in Spanish with Spanish-speaking English learners in first grade.
Reading and
Writing: An Interdisciplinary Journal.
Baker, D. L., Park, Y., & Baker, S. K. (2012). The reading performance of
English Learners in grades 1 to 3: The role of initial status and growth on
reading fluency in Spanish and English. Reading and Writing: An
Interdisciplinary Journal, 25, 251281, DOI: 10.1007/s11145-010-9261-z.
Baker, D. L., Stoolmiller, M., Good, R. H., & Baker, S. K. (2011). Effects of
reading comprehension on passage fluency in Spanish and English for
second-language learners. School Psychology Review, 40(3), 331351. - Named by NASP Article of the Year 2011.
Fien, H., Smith, J. L. M., Baker, S. K., Chaparro, E. A., Baker, D. L., &
Preciado, J., (2011). Including English learners in a multi-tiered approach to
early reading instruction and intervention. Assessment for Effective
Intervention, 36(3), 143157, DOI: 10.1177/1534508410392207.
Jiménez, J. E., Baker, D. L., Rodriguez, C., Crespo, P., Artiles, C, & Alfonso,
M. (2011). Evaluating progress in reading acquisition within a Response to
Instruction model in the Canary Islands. Escritos de Psicología, 4(2), 1119.
DOI: 10.5231/psy.writ.2011.1207
Baker, D. L., Park, Y., & Baker, S. K. (2010). Effects of initial status and
growth in pseudoword reading on Spanish reading comprehension at the end of
first grade. Psicothema, 22, 955962.
Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the
early grades: Conceptual and practical issues in the integration and evalu¬ation
of tier 1 and tier 2 instructional supports. Focus on Exceptional Children,
42(9), 120.
Non-refereed
Baker, D. L., & Ketterlin-Geller, L. (2010, December/January). Conceptualizing a
schoolwide bilingual literacy model: Closing the achievement gap through
systematic formative assessment. NABE News 32(2), 69.
Smith, J. L. M., Baker, D. L., & Santoro, L. E. (2009, January/February). Early
intervention in bilingual education: Teaching phonological awareness in Spanish.
NABE News, 31(2), 56, 914, 2728.
BOOK CHAPTERS
Baker, D. L., & Baker, S. K. (2009). Second language acquisition. In E. Anderman
(Ed.), Psychology of classroom learning: An encyclopedia (pp. 782-786). Detroit:
Macmillan Reference USA.
Baker, S. K., & Baker, D. L. (2008). English learners and response to
intervention: Improving quality of instruction in general and special education.
In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEA 2004
and beyond (pp. 249273). New York: Springer.
BOOKS & MONOGRAPHS
Baker, D. L. (2008). Interpreting the process of becoming biliterate: Analyzing
the relation between oral reading fluency and comprehension for Spanish-speaking
students learning to read in English and Spanish. Saarbrücken: VDM Verlag Dr.
Müller.
ASSESSMENT MATERIALS
Baker, D. L., & Good, R. H. (2006). Fluidez en el Relato Oral. In D. L. Baker,
R. H. Good, N. Knutson, & J. M. Watson (Eds.), Indicadores dinámicos del éxito
en la lectura (7a ed.). Eugene, OR: Dynamic Measurement Group. Retrieved from
https://dibels.uoregon.edu/measures/
Baker, D. L., Good. R.H., Castro Olivo, S., & Sanford, A. (2006). Fluidez en el
uso de las palabras. In D. L. Baker, R. H. Good, N. Knutson, & J. M. Watson
(Eds.), Indicadores dinámicos del éxito en la lectura (7a ed.). Eugene, OR:
Dy¬namic Measurement Group. Retrieved from https://dibels.uoregon.edu/measures/
Baker, D. L., Good, R. H., Knutson, N., & Watson, J. M. (Eds.). (2006). Indicadores dinámicos del éxito en la lectura
(7th Ed.). Eugene, OR: Dynamic
Measurement Group. Retrieved from https://dibels.uoregon.edu/measures/
Baker, D. L. Good, R. H., Mross, A. P., McQuilkin E., Watson, J. M., Chaparro,
E. A., Blanco-Vega, C. Castro Olivo, S. Preciado, J., & Sanford, A. K. (2006). Fluidez en la lectura oral. In D. L. Baker, R. H. Good, N. Knutson, & J. M.
Watson (Eds.), Indicadores Dinámicos del Éxito en la Lectura (7a ed.). Eugene,
OR: Dynamic Measurement Group. Retrieved from https://dibels.uore¬gon.edu/measures/
Baker, D. L., Knutson, N., Good. R. H., & Plasencia-Peinado, J. (2006). Fluidez
en la segmentación de fonemas. In D. L. Baker, R. H. Good, N. Knutson, & J. M.
Watson (Eds.), Indicadores Dinámicos del Éxito en la Lectura (7a ed.). Eugene,
OR: Dynamic Measurement Group. Retrieved from https://dibels.uoregon.edu/measures/
Cummings, K. D., Baker, D. L., & Good, R. H. (2006). Guía en inglés para la
ad¬ministración y calificación de IDEL. In D. L. Baker, R. H. Good, N. Knut¬son,
& J. M. Watson (Eds.), Indicadores Dinámicos del Éxito en la Lectura (7th Ed.).
Eugene, OR: Dynamic Measurement Group. Retrieved from https://dibels.uoregon.edu/measures/
Plasencia-Peinado, J., Baker, D. L., & Good, R.H. (2006). Fluidez en nombrar
le¬tras. In D. L. Baker, R. H. Good, N. Knutson, & J. M. Watson (Eds.),
Indicadores Dinámicos del Éxito en la Lectura (7a ed.). Eugene, OR: Dynamic
Measurement Group. Retrieved from https://dibels.uoregon.edu/measures/
Baker, D. L., Cummings, K. D., Good, R. H., & Smolkowski, K. (2007). Indicadores
Dinámicos del Éxito in la Lectura (IDEL®): Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in
kindergarten through third grade. Technical Report No.1. Eugene, OR: Dynamic Measurement Group. Retrieved from https://dibels.uoregon.edu/techreports/IDEL_Instructional_Rec.pdf
Baker, S. K., Smith, J. L. M., Fien, H., Otterstedt, J., Katz, R., Baker, D. L.,
& Thom¬as Beck, C. (2007). Three year Oregon Reading First report: Impact and implementation. Eugene, OR: Oregon Reading First Center.
MANUSCRIPTS IN PREPARATION AND/OR SUBMITTED FOR PUBLICATION
Baker, D. L., Stoolmiller, M., Baker, S. K., & Kennedy, P. C. (2012). Empirical examination of the reciprocal relation between reading comprehension and
passage fluency in second grade. Manuscript in preparation.
Baker, D. L., Biancarrosa, G., & Park, Y. (2012). Predictive validity of CBM
measures of ORF and reading comprehension on high-stakes reading assessments in
seventh and eighth grade. Manuscript in preparation.
Baker, D. L., Baker, S. K., Smolkowski, K., Rodriguez-Mielke, A., Linan
Thompson, S., Kosti, D., & Miciak, J. (2012). Examining the effectiveness of
systematic and explicit routines on Spanish reading outcomes for first grade
Spanish-speaking English learners. Manuscript in preparation.
PRESENTATIONS
International
Baker, D. L., & Stoolmiller, M. (2012, July). Empirical examination of the
reciprocal relation between reading comprehension and passage fluency in second
grade. Paper presented at the 2012 Annual SSSR Conference, Montreal, Canada.
Crespo, P. A., Baker, D. L., Park, Y., Rodriguez, C., & Jimenez, J. E. (2012,
July). Patterns of growth of beginning reading skills for Spanish-monolingual
children in grades K-2. Poster presented at the 2012 Annual SSSR Conference,
Mon¬treal, Canada.
Park, Y., & Baker, D. L. (2012, April). Comparison of two approaches to reading
instruction for English learners in primary grades. Poster presented at the 2012
American Educational Research Association Convention, Vancouver, Canada.
Baker, D.L. (2011, November). Pasos para hacer una investigación cuantitativa.
Ejemp¬lo: La enseñanza explícita del vocabulario. Paper presented at the
Universidad Católica del Maule in Talca, Chile.
Baker, D. L. (2011, April). El modelo de respuesta a la intervención para
prevenir dificultades en la lectura. Keynote speaker at the inaugural ceremony
of the academic school year. Universidad Católica del Maule in Talca, Chile.
Baker, D. L. (2011, March). Vocabulary development for English learners. Paper
presented at the Teaching Students with Learning Challenges Conference, Doha,
Qatar.
Baker, D. L., Baker, S. K., Linan Thompson, S., Kosty, D., Smolkowski, K.,
Rodri¬guez-Mielke, A., Miciak, J., & Burns, D. (2010, July). Reading
intervention with Spanish-speaking students: Maximizing instruction in Spanish
in first-grade preliminary results. Paper presented at the SSSR Conference,
Berlin, Germany.
Baker D. L., & Jimenez, J. E. (2009, July). Improving the reading performance of Eng¬lish Learners: The role of quality of instruction. Research paper presented
at the International Association of Special Education, Alicante, Spain.
Baker, D. L., & Barrientos, R. (2008). La evaluación formativa para prevenir
problemas de lectura en niños de preescolar a tercer grado. Paper presented at
the XVI Congreso Mexicano de Psicología, Monterrey, Nuevo León, Mexico.
Baker, D. L. (2008, July). El desarrollo de la lectura en la escuela primaria:
Proyectos de investigación en México y en Estados Unidos. Research paper
presented at the meeting of the Comission on Education appointed by the Mexican
Minis¬try of Foreign Relations in Guanajuato, Mexico.
Baker, D. L. (2006, July). The predictive validity and decision utility of a
Spanish early literacy measure: The Indicadores Dinámicos del Exito en la
Lectura (IDEL). Research paper presented in a Symposium format at the 13th
Annual Conference for the Society of Scientific Studies in Reading, Vancouver,
Canada.
Linan-Thompson, S., & Baker, D. L. (2005, July). Assessment and instruction of
Spanish-speaking children in the united states: Preventing reading difficulties.
Research paper presented at the Learning Conference in Granada, Spain.
Baker, D. L. (2004, December). La enseñanza de la lectura a niños hispanos
bilingües en los Estados Unidos: Dilemas, desafíos y propuestas. Seminar
presented at the Instituto Mora in Mexico City, Mexico.
Baker, D. L., & Szurmuk, M. (2002, October). Conexiones universidad-escuela: Una
experiencia de colaboración con estudiantes latinos en Oregon. Paper presented
at the VII Congreso Latinoamericano para el Desarrollo de la Lectura y la
Escritura in Puebla, Mexico.
Good, R. H., Baker, S. K., Baker, D. L., & Berber, A. (August, 1989). Reading curriculum-based assessment: Cross-cultural use. Paper presented at the XII International School Psychology Colloquium, Lubljana, Slovenija, Yugoslavia.
National
Baker, D. L., & Correa, V. (2012, February). Using effective classroom and home
literacy practices with young Latino children. Paper presented in D.L. Baker
(Chair.), Maximizing the benefits of bilingualism to build a strong foundation
in early literacy and English language proficiency. Panel presented at the 2012
Annual National Association of Bilingual Education, Dallas, TX.
Baker, D. L., & Kosty, D. (2012, February). Effect of learning opportunities on
the reading performance in Spanish of first grade English learners. Research
paper in D. L. Baker (Chair.), The relation between observations of
student-teacher interactions and student performance. Panel presented at the
Pacific Coast Research Conference, San Diego, CA.
Baker, D. L., Baker, S. K., Linan-Thompson, S., Rodriguez-Mielke, A., Miciak,
J., Burns, D. (2011, October). Systematic and explicit teaching routines to
enhance bilingual reading instruction. Paper presented at the 33rd International Conference on Learning Disabilities, Austin, TX.
Baker, D. L. (2011, August). Teaching reading in English or in Spanish to
Spanish-speaking English learners. Paper presented at the Second Annual RtI/PLC
Institute Richland School District, WA.
Baker, D. L., & Burns, D. (2011, May). Supporting English learners in their
transition from learning to read in Spanish to learning to read in English.
Paper presented at the International Reading Association, Orlando, FL.
Baker, D. L., Park, Y., & Baker, S. K. (2011, February). The reading performance
of English learners in grades 1 to 3: The Role of Initial Status and Growth on Reading Fluency in Spanish and English. Paper presented at the National Associa¬tion of Bilingual Education, New Orleans, LA.
Baker, D. L. (2011, February). Effective strategies to teach reading in English
and Spanish. Paper presented at the National Association of Bilingual Educa¬tion,
New Orleans, LA.
Baker, D. L. (2011, February). Effect of comprehension on passage fluency in
Spanish and English for second grade English learners. Paper presented as part
of a panel titled: Deeper understanding of oral reading fluency: Individual,
contextual, and longitudinal factors at the Pacific Coast Research Conference,
San Diego, CA.
Crespo, P., Baker, D. L., Jimenez, J. E., Rodriguez, C., & González, D. (2010,
Oc¬tober). Effectiveness of the implementation of a tier 2 reading program
within a response to intervention approach in grades k-2 in Spain. Poster
presented at the Conference of Worldwide Learning Disabilities, New Jersey, NJ.
Baker, D. L., Linan Thompson, S., Smolkowski, K., Baker, S. K., Rodriguez-Miel¬ke,
A., & Miciak, J. (2010, June). Examining the efficacy of a first grade Spanish
reading intervention on Spanish outcomes for English Learners: Preliminary
results. Poster presented at the 5th Annual Institute of Education Science
Research Conference, National Harbor, MD.
Baker, D. L., Park, Y., & Baker, S. K. (2010, April). The role of reading growth
in the performance in English and Spanish of Spanish-speaking English learners.
Paper presented at the annual American Education Research Association Confer¬ence, Denver, CO.
Doabler, C. T., Fien, H., Baker, D. L., Burns, D., & Nelson-Walker, N. J. (2010,
April). Measuring teacher-student instructional interactions in mathematics and
bilingual reading classrooms. Paper presented at the Council for Exceptional
Children Convention. Nashville, TN.
Chaparro, E. A., Baker, D. L., Sanford, A. K. (2010, March). The role of oral
reading fluency in Spanish and English for English learners in grades 1-3. In Chaparro, E. A., Smith, J. L. M., Baker, D. L., Sanford, A. K., Park, Y., &
Travers, T. (Chair), When the growing gets tough: A discussion about growth
measures. Symposium conducted at the 2010 National Association of School
Psychologists Annual Convention. Chicago, Illinois.
Baker, D. L. (2010, February). Using IDEL to monitor reading progress in Spanish
in a response to intervention model. National Association of Bilingual
Education, Denver, CO.
Cena, J., & Baker, D. L. (2010, February). Effective vocabulary instruction for ELLs in Spanish. Paper presented at the National Association of Bilingual Education, Denver, CO.
Baker, D. L. (2010, February). Desarrollo de la conciencia fonémica en español.
Paper presented at the National Association of Bilingual Education, Denver, CO.
Baker, D. L., Stoolmiller, M., Good, R. H., & Baker, S. K. (2009, June).
Unpacking the relation between comprehension and passage fluency in Spanish and
English. Poster presented at the Society for Scientific Studies in Reading,
Boston, MA.
Baker, D. L. (2009, May). Unpacking the relation between passage fluency and comprehension in Spanish and English. Poster presented at the Research
Conference of the International Reading Association, Minneapolis, MN.
Baker, D. L. (2009, February). The use of DIBELS and IDEL with English learners.
Leader of a focus group at the DIBELS Summit, Albuquerque, NM.
Baker, D. L. (2008, February). Implementing a School-wide Bilingual Literacy
Model: Results of a two-year study. Research paper presented at the National Association of Bilingual Education (NABE) Conference, Tampa, FL.
Santoro, L E.., Puhalla, E., & Baker, D. L. (2006, May). Promoting comprehension
through classroom read alouds for young elementary grade children: How to design
and implement a Read Aloud curriculum, boost vocabulary, and build language
skills. Research paper presented at the 51st International Reading Association
Conference, Chicago, Ill.
Baker, D. L. (2006, April). Effects of Spanish syllabic and phonemic awareness
on students understanding of the alphabetic principle. Round table presentation
at the AERA 2006 Annual Conference, San Francisco, CA.
Baker, D. L., & Katz, R. (2006, March). Relation between DIBELS and IDEL:
Student Reading Progress in English and Spanish. Research paper presented at the DIBELS Summit 2006 in Santa Ana Pueblo, New Mexico.
Watson, J. M., Baker, D. L., Good, R. H., & Peyton, J. (2005, March). The
validity and reliability of the Indicadores Dinámicos del Exito en la Lectura.
Research paper presented at the DIBELS Summit 2005 in Santa Ana Pueblo, New
Mexico.
Regional
Crespo, P., Baker, D. L., Park, Y., Rodriguez, C. Jiménez, J. E. (2011,
November) Growth patterns in nonsense word fluency for first grade Spanish
monolingual students at risk for a reading disability. Poster presented at the
2011 CTL Research to Practice Conference, Portland, OR.
Crone, D. A., & Baker, D. L. (2011, October). The benefits of interactive shared reading with young children with applications for English language learners.
Oregon Association for the Education of Young Children, OR.
Baker, D. L., Park, Y., & Baker, S. K. (2011, April). The B-ELL series: Teaching reading to English learners in Spanish and English in grades 1-3. Results of
three longitudinal studies. Invited to present to the College of Education,
University of Oregon by the DIBELS/IDEL Research Team.
Baker, D. L. (2011, February). Examining the reading performance of English
learners in bilingual and English only programs in grades 1-3. Research paper presented to school administrators at the Tigard-Tualatin School District,
Tigard, OR.
Baker, D. L. (2010, October). Explicit comprehension and vocabulary instruction
for English learners. Presented at the CTL Research To Practice Fall Conference,
Portland, OR.
Baker, D. L. (2010, April). Understanding the relation between Spanish and
English reading development. Webinar presented as a follow-up from the Center on
Teaching and Learning Fall Conference, Eugene, OR.
Baker, D. L., Chaparro, E. A. (2009, October). Recommendation #2 intensive
small-group reading interventions. Paper presented at the CTL Fall Conference,
Moving Research into Practice, Portland, OR.
Baker, S. K., & Baker, D. L. (2008, March). English language learners and
response to intervention: Essential considerations. Research paper presented at
the OrRTI Mini-Conference, Portland, OR.
Baker, S. K., & Baker, D. L. (2007, June). Teaching English language learners to
read in Oregon schools: Moving from theory to practice. Research paper presented
at the Confederation of Oregon School Administrators, Seaside, OR.
Baker, D. L. (2005, June). Cross-linguistic transfer of reading skills for
children learning to read in English and Spanish: What does the evidence tell
us? Paper presented at the Institute for Beginning Reading I, Portland, OR.
Baker, D. L., & Szurmuk, M. (2002, May). Participatory learning experience-UO
community collaborations. Report on the results of a Romance Languages
internship program in public schools and community organizations in the Lane
County area.
Baker, D. L., (2002, April). Dichos, refranes y trabalenguas. Paper presented at
the Foreign Language Day at the University Of Oregon, Eugene, OR.
Baker, D. L., & McQuilkin E. (1999, October). The many faces of poetry:
Analyzing Nerudas odes. Paper presented at the Conference of Oregon for Foreign
Language Teacher. Eugene, OR.
RESEARCH INTERESTS
English as a Second Language
Literacy in Spanish
Assessment of English Learners in Spanish and in English
Early Interventions in Reading for English Learners
Latino Parent Involvement in their Childrens Education
EXTERNAL FUNDING
Federal Funded Proposals (Principal investigator (or co-principal investigator)
for the following):
Co-Principal Investigator (Co-Pi) on a subaward to Southern Methodist
University: Graphogame and MindStars Books: Global Cyber Tools for Improving
Young Learner's Reading Comprehension, Scientific Discourse and STEM Learning
(Project MindStars). National Science Foundation, 2012-2013, $72,775).
Project Early Vocabulary Intervention. (Project EVI). (U.S. Department of
Education, 20112015, $1,345,946).
Reading Interventions with Spanish-Speaking Students: Maximizing Instructional
Effectiveness in English and Spanish (Project SETR) (U.S. Department of Education, 20072011, $3,498,216).
University, College, and Other Non-Federal Funded Proposals
Pilot LINK: Linking teachers and families of Latino preschoolers at risk for
language disabilities. (Oregon Child Development Coalition, 2012-2013,
$19,809).
Relation Between Adolescent English Learners, Teacher Attitudes, and Student
Motivation. (Baney Pilot Project). (Hope Baney Fund, College of Education,
University of Oregon, 2012, $7,317).
Prevención de las dificultades específicas de aprendizaje de la lectura y
escritura (Proyecto PREDEA). (Collaboration with the Dirección General de
Ordenación e Innovación Educativa de la Consejería de Educación, Cultura y
Deportes del Gobierno de Canarias (Spain), the Universidad de La Laguna y
Uni¬versidad de Las Palmas de Gran Canaria, and the Center on Teaching and
Learning at the University of Oregon, 2009present).
Hillsboro Pilot Study in Math and Reading. (Center on Teaching and Learning,
20092010, $318,052).
Predictive, and concurrent-criterion related validity of the Indicadores
Dinámicos del Exito en la Lectura for Students Learning to Read in Spanish in
Mexico. (Department of Education of the State of Guanajuato, Mexico,
20072008).
Other Grants, Awards, and Contracts
School Psychology Review. 2011 Article of the Year Award. 2012
International Reading Association. Finalist in the
2008 Outstanding Dissertation Award. 2008
University of Oregon, Department of Romance Languages. Instructor of the Year Award. 2002
San Diego State University. Scholarship for Outstanding
Academic Performance. 1988
Universidad Iberoamericana. Honorable Mention. 1985