Publications

• Defalco, J., Sabatini, J., Casey, L., Telfer, B., & Lang, V. (in press) AIS Design Standards and Neurodiversity.  In Casas-Roma, J., Conesa, J., & Caballé, S. (Eds.). Technology, Users and Uses: Ethics and Human Interaction.

• Feller, D. P., Sabatini, J., & Magliano, J. P. (2024). Differentiating less-prepared from more-prepared college readers. Discourse Processes, 61(4–5), 180–202. https://doi.org/10.1080/0163853X.2024.2319515

• Graesser, A. C., Hu, X., Sabatini, J. P., & Carmon, C. M. (2024). Where is Ethics in the Evolution of AIED’s Future? International Journal of Artificial Intelligence in Education, 34(1), 92–96. https://doi.org/10.1007/s40593-023-00353-2

• Kaldes, G., Higgs, K., Lampi, J., Santuzzi, A., Tonks, S. M., O’Reilly, T., Sabatini, J. P., & Magliano, J. P. (2024). Testing the model of a proficient academic reader (PAR) in a postsecondary context. Reading and Writing, 1–40.

• Sabatini, J., & Hollander, J. (2023). Using Simple Text Mining Tools to Power an Intelligent Learning System for Lengthy, Domain Specific Texts. In N. Wang, G. Rebolledo-Mendez, V. Dimitrova, N. Matsuda, & O. C. Santos (Eds.), Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky (Vol. 1831, pp. 727–733). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-36336-8_112

• Song, Y., Ferretti, R. P., Sabatini, J. & Cui, W. (2024). Insights into critical discussion: Designing a computer-supported collaborative space for middle schoolers (Research Report No. RR-24-12). ETS. https://doi.org/10.1002/ets2.12387 ERIC Accession number: ED661531

• Ferretti, R.P. (2023[YS1] ). When the truth doesn’t seem to matter: The affordances of disciplinary argument in the era of post truth. Written Communication, 40, 300–332.

• Zhang, L., Lin, J., Borchers, C., Sabatini, J., Hollander, J., Cao, M., & Hu, X. (2024). Predicting Learning Performance with Large Language Models: A Study in Adult Literacy. In R. A. Sottilare & J. Schwarz (Eds.), Adaptive Instructional Systems (Vol. 14727, pp. 333–353). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-60609-0_24

• Hollander, J., Sabatini, J., Graesser, A., Greenberg, D., O’Reilly, T., & Frijters, J. (2023). Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy. Discourse Processes, 0(0), 1–13. https://doi.org/10.1080/0163853X.2023.2203543

• Sabatini, J., & Hollander, J. (2023). Using simple text mining tools to power an intelligent learning system for lengthy, domain specific texts. In Lecture Notes in Artificial Intelligence: Proceedings of the 24th International Conference on Artificial Intelligence in Education.

• Sabatini, J., Graesser, A. C., Hollander, J., & O’Reilly, T. (2023). A framework of literacy development and how AI can transform theory and practice. British Journal of Educational Technology, 54(5), 1174–1203. https://doi.org/10.1111/bjet.13342

• 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

• 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.

• 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. (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.

Dr. Sabatini has accumulated over $50 million in grant/contract funding in his career to date in over 25 grants in which he served as PI, co-investigator, or project lead (in contracts). He has been the principal investigator of an Institute of Education Sciences funded grant to develop pre- K-12 comprehension assessments, as part of the Reading for Understanding initiative, and to adapt those assessments for use in adult education programs. 

Other major research efforts include a NICHD funded Learning Disabilities Research Center project studying subtypes of reading disabilities in adolescents and a NICHD/Dept of Education/National Institute for Literacy grant to investigate the relative effectiveness of reading programs for adults.  He provides technical and research advice to national and international surveys including the Programme for the International Assessment of Adult Competencies (PIAAC), Progress in International Reading Literacy Study (PISA), the National Assessment of Educational Progress (NAEP) and National Assessments of Adult Literacy (NAAL).

Recent funding

U. of Memphis (PI: Sabatini) Scenario-Based Assessment in the age of generative AI: Making space in the education market for alternative assessment paradigms. IES, Transformative Research in Education Sciences (R305T240021) 

U. of Memphis (PI: Sabatini) Developing and Implementing a Technology-Based Reading Comprehension Instruction System for Adult Literacy Students (IES R305A200413)

Completed

U. of Memphis (PI: Sabatini) Developing and Validating Web-Administered, Reading for Understanding Assessments for Adult Education (IES R305A190522)

Subaward from MindTrust, Inc. (PI: Grossnickle), EdScape XR (IES SBIR 91990023C0039)

Subaward from ETS (PI: Song) Exploring and Assessing the Development of Students’ Argumentative Skills (IES R305A190242)

Subaward from University of Massachusetts-Amherst (PI: Sireci) Adult Skills Assessment Program: Actionable Assessments for Adult Learners (IES: S22-016431)