Ph.D., School Psychology, University of Oregon
B.A., Psychology, SUNY Geneseo
A.A., Humanities, Finger Lakes Community College
Dr. Bamonto has been teaching in the RIT School Psychology Program since the fall of 2003. Her primary research interests are related to the use of Curriculum-Based Measurement to improve academic outcomes for students at risk for learning disabilities and academic failure, especially in the area of basic reading. Related interests include implementation of systems-level reforms such as Response to Intervention, Multi-Tier System of Supports, and family-school partnerships.
Dr. Bamonto’s current projects include an investigation of the technical properties and instructional utility of CBM Vocabulary Matching in a local high school. She also is collaborating with Professor Maria Cristina Joly, an educational psychologist in Brazil, on developing a larger set of studies entitled, CBM to IDC: A cross cultural investigation of basic skills’ assessment in schools.
- SPSY 630 Academic Assessment
- SPSY 721 Academic Intervention
Bamonto, S., Mercer, S., & Missall, K. (2011, February). Effects of Frequent Progress Monitoring on Reading Achievement of Elementary Students at Risk for Reading Failure. National Association of School Psychologists. San Francisco, CA, February 24, 2011.
Graney, S. B., Martinez, R. A., Missall, K. N., Aricak, T. (2010). Universal screening of reading in late elementary school: R-CBM versus CBM Maze. Remedial and Special Education, 31, 368-377.
McDougal, J., Graney, S., Wright, J., & Ardoin, S. (2010). RTI in practice: A practical guide to implementing effective evidence-based interventions in your school. Hoboken, NJ: John Wiley & Sons.
Martinez., R. A., Missall, K. N., Graney, S. B., Aricak, T., & Clarke, B. (2009). Technical adequacy of Early Numeracy Curriculum-Based Measurement in kindergarten. Assessment for Effective Intervention, 34, 116-125.
Graney, S.B., Missall, K., Martinez, M., & Bergstrom, M. (2009). A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures. Journal of School Psychology, 47, 121-142.