Doris Luft Baker's primary research interest is to develop and test interventions that improve the academic outcomes of English learners, particularly Spanish-speaking English learners, and native Spanish speakers using evidence-based practices and technology. Tightly connected to this interest is the development of formative assessments that can measure student academic growth, the examination of the effect of parental support on their children’s academic outcomes, and the enhancement of teacher pedagogical practices and content knowledge.
Baker, D. L., Ma, H., Polanco, P., Conry, J. M., Kamata, A., Al Otaiba, S., Ward, W., & Cole, R. (2020). Development and promise of a vocabulary intelligent tutoring system for second-grade Latinx English learners. Journal of Research on Technology in Education. Advance online publication. https://doi.org/10.1080/15391523.2020.1762519
Baker, D. L., Santoro, L., Biancarosa, G., Baker, S. K., Fien, H., & Otterstedt, J. (2020). Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency. Reading and Writing: An Interdisciplinary Journal. Advance online publication. https://doi.org/10.1007/s11145-020-10060-2
Baker, D. L., Ma, H., & Gallegos, E. (2019). Increasing parental knowledge through workshops on early childhood programs, home literacy, and technology use. Bilingual Research Journal, 42, 491–509. https://doi.org/10.1080/15235882.2019.1666755
Baker, D. L., Basaraba, D., & Richards-Tutor, C. (Eds.). (2018). Second language acquisition: Methods, perspectives, and challenges. Nova Science.
Hautala, J., Baker, D. L., Keurulainen, A., Ronimus, M., Richardson, U., & Cole, R. (2018). Improving early science learning through multimedia explanations and feedback on spoken questions with a virtual tutor. Educational Technology Research and Development, 66, 403–428. https://doi.org/10.1007/s11423-017-9558-6
Baker, D. L., Richards-Tutor, C., Sparks, A., & Canges, R. (2018). Review of single subject research examining the effectiveness of interventions for at-risk English learners. Learning Disabilities Research and Practice, 33(2), 64–74. https://doi.org/10.1111/ldrp.12160
Baker, D. L., Basaraba, D., & Polanco, P. (2016). Connecting the present to the past: Furthering the research on bilingualism and bilingual education. Review of Research in Education (centennial volume), 40(1), 821–883. https://doi.org/10.3102/0091732X16660691
Cena, J., Baker, D. L., Kame’enui, E. J., Baker, S. K., Park, Y., & Smolkowski, K. (2013). 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, 26, 1289-1316. https://doi.org/10.1007/s11145-012-9419-y
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-grade English language learners. School Psychology Review, 40(3), 331–351.