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Dr. Sáez’s research focuses on the prevention and support of persistent learning difficulties (LD) across preschool - 12th grade. She is particularly interested in the role of working memory executive functioning on self-regulated learning and achievement. Through her work, she has developed or co-developed with colleagues several kinds of tools for supporting classroom instruction and reducing LD risk: a 48 measure K-12 state-wide reading screening, diagnostic, and progressing monitoring system; tablet-based emergent literacy, mathematics, and behavioral self-regulation interim assessments; working memory and experimental cognitive processing measures; a pre-kindergarten online Learning Receptiveness Assessment with generative literacy and self-regulation curriculum + teacher training system. Dr. Sáez enjoys using performance task, questionnaire, interview, and observation research methods, and developing meaningful relationships with schools.