About Me 

1992 to 2015. Professor, Program Coordinator, School Psychology Program, California State University, Sacramento

2006 to 2008.  University Assessment Coordinator. California State University, Sacramento,
1993 to current.  Licensed Educational Psychologist. 
1995 to 1997.  Consulting Psychologist, Yolo County Office of Education, Woodland, CA. 
1985 to 1995.  School Psychologist, Davis Joint Unified School District, Davis, CA. 
1984 to 1986.  Program Director, Davis Parent Nursery School, Davis, CA. 
1980 to 1983.  Program Director, Fremont Adult Education Program, Fremont CA.


Professional Development


Brock and Christo (2003). Digit naming speed performance among children with
attention-deficit/hyperactivity disorder,  California School Psychologist, v. 8

Christo, C, Davis, J. & Brock, S. (2008).  Identifying, assessing and treating dyslexia in the schools. Springer

Christo, C. (1999). Promoting prevention, (March, 1999).  Contemporary Psychology

Christo, C. (1998). Rules to live by for human service professionals, (January, 1998).  Contemporary Psychology

Christo, C. (1997). Using listservs to facilitate communication among pre-service professionals ,(1997) Proceedings of the 15th Annual Conference of Technology and Education.

Christo, C. (2003). The important role of school psychologists in educational reform (winter, 2003).  CASP Today.

Christo, C. (2005) Critical characteristics of a three tiered model applied to reading interventions (2005).  The California School Psychologist, v. 10

Christo, C. (2005) The utility of psycho-educational assessment in a response to intervention model (2005). CASP Today

Christo, C. (2006) Phases of RTI, CASP Today, Spring, 2006

Christo, C. (2006). CHC theory as a taxonomy for cognitive abilities (2004), CASP Today

Clinton, C., Quineros, M. Christo,C. (2011). Phonological awareness: Cross-linguistic comparisons with a focus on Spanish. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, vol. 45, 2. Pp263-270.

Christo, C. (2013)Dyslexia, in L. Cummings (ed.) Handbook of Communication Disorders, Cambridge: Cambridge Publishing.

Christo, C. & Davis, J. M. (2009). Rapid naming and phonological processing as predictors of reading and spelling. The California School Psychologist. (13: 7-19.)

Christo, C., Crosby, E. & Zazoya, M. (2014). Response to intervention and bilingual learners: Promises and pitfalls.  In A. Clinton (Ed.) Assessing bilingual children in context. Washington, D.C.: APA

Davis, J. M., Christo, C., & Husted, D. (2009). Reading fluency and experimental research on reading fluency interventions interventions: The relationship to accommodations. Learning Disabilities: A Multidisciplinary Journal.  

Hale, J.; Alfonso, V.; Berninger, V.; Bracken, B.; Christo, C.; Clark, E.; et al (2010). Critical issues in response – to –intervention, comprehensive evaluation and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, Summer2010, Vol. 33 Issue 3, p223-236, 14p;

Marshall, D., Christo, C. & Davis, J. (2013).  Performance of school aged reading disabled students on phonological processing component of CTOPP.  Contemporary School Psychologist

Roberts, T. A., Christo, C., & Shefelbine, J. A. (2010). Word recognition.  In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research, vol. IV. London: Routledge.​

B.A., Economics, University of California, Davis; Davis, CA

M.A., Counseling, California State University, Hayward; Hayward, CA.  Thesis title: “Increasing the Imaginative Play of Preschool Children”.

Ph.D., Education: Psychological Studies,  University of California, Davis; Davis, CA.  Dissertation title: “The Contributions of Orthographic Representations, Phonological Processing and Rapid Naming to Reading and Spelling”.​

Education

Publications

Catherine Christo, Ph.D., LEP

Christo Educational Consulting




Professional Work Experience


​SLD Eligibility Models, Presentation to El Cajon Unified School District


SLD Decisions: Differences Among Models, Annual meeting of the California Association of School Psychologists, San Francisco CA


SLD Eligibility, Annual meeting of the California Association of School Psychologists, Costa Mesa, CA


SLD Eligibility Decisions and IDEA 2004, Presentation to San Juan Unified School District
Using Assessment Data to Inform Interventions, Presentation to Folsom Cordova Unified School District  


ABC’s of Dyslexia, Annual meeting of the California Association of School Psychologists, Costa Mesa, CA


ACSA-CASP The RTI Project.  Presentations to Association of CA School Administrators, Glendale Unified School District, Visalia Unified School District.

Useful Reading Assessments in an RTI Model, Annual Meeting of the National
Association of School Psychologists, Boston MA.

A Flow Chart for the Assessment of Reading Difficulties, Annual Meeting of the
International Dyslexia Association, Seattle WA

Screening for Early Identification of Students at risk for Reading Disabilities, Annual             Meeting of the International Dyslexia Association, Seattle WA

Choosing Reading Interventions for Schools and Students. Annual Meeting of CA  Association of School Psychologists,  Burlingame, CA

The Use of Diagnostic Reading Assessments in a Three Tiered Model. Annual Meeting of  CA Association of School Psychologists (2008). Burlingame, CA

Using CBM to Compare the Reading Growth of EL and Native English Speakers. National Association   of School Psychologists Annual Meeting (2007), New York, NY

The R in RTI: Measuring Responsiveness. . California Association of School Psychologists Annual Meeting (2007), Los Angeles, CA

Research Update: From Reading Readiness to Reading Disability. California Association of School Psychologists Annual Meeting (2007), Los Angeles, CA

Response to Intervention,  CASP Summer Institute, San Francisco, CA The Joy of Data,   National Association of School Psychologists Annual Meeting (2006), Los              Angeles, CA

IDEA, RTI and SLD Determination, California Association of School Psychologists Annual Meeting (2006), Monterey, CA
Update on IDEA, California Association of School Psychologists Annual Meeting (2006), Monterey, CA
IDEA 2004: SLD and RtI, Santa Clara County Association of School Psychologists, Santa Clara, CA
Response to Intervention Model of Service Delivery,   San Juan Unified School District, Carmichael,CA
Some Big Things to Know About Reading, Vallejo Joint Unified School District, Walnut Creek, CA

 IDEA and Literacy Instruction,  Access Center Webinar

IDEA 2004 and School Psychologists, Capital Region Association of School Psychologists, Sacramento, CA
IDEA 2004, Placer County Association of School Psychologists, Auburn, CA

Least Restrictive Environment: Really?  National Association of School Psychologists, Atlanta, GA

Comparing Commonly Used Measures of Phonological Processing and Rapid Naming, National Association of School Psychologists, Atlanta, GA
IDEA 2004: Changes in Law and Immediate Implications for School Psychology, California Association of School Psychologists, Riverside, CA
Overview of Computer Based Early Reading Interventions, California Association of School Psychologists,
Reading from NCLB to IDEA 2004,  California Association of School Psychologists,
IDEA and Strategies for Literacy Instruction, Summit II, Sacramento, CA

IDEA and the Three Tiered Model, San Diego County Association of School Psychologists, San Diego, CA

Assessment of Learning Disabilities Under IDEA 2004, MIND Institute 2005, Sacramento, CA
Implications of IDEA and NCLB, MIND Institute 2004, Sacramento CA
Using CBM for Progress Monitoring in Regular and Special Education,    
California Association of School Psychologists Annual Meeting, Los Angeles, CA
A Research Based Approach to the Assessment of Reading Disabilites, California Association of School Psychologists Annual Meeting, Los Angeles, CA

Changes in IDEA,  California Association of School Psychologists Winter Conference,

Test a Little, Get a Lot: CBM from Start to Finish., Presentation to the California Association of School Psychologists Annual Meeting, Sacramento, CA
Test a Little, Get A Lot: Expanded Uses of CBM California Association of School Psychologists Annual Meeting, Sacramento, CA

A Research Based Model for the Assessment of Learning Disabilities, National Association of School Psychologists Annual Meeting, Chicago, IL

Developing a Comprehensive User-Friendly Assessment Database,  National Association of School Psychologists Annual Meeting, Washington DC

Does Vision Training Increase Reading Fluency,  Annual Meeting of the California Association of School Psychologists, Costa Mesa, CA

Letter Naming Speed as a Predictor of Fifth Grade SAT-9 Reading Scores, Annual Meeting of the California Association of School Psychologists, Costa Mesa, CA

Understanding and Assessing Early Reading Development,  The Annual Meeting of the New Mexico Association of School Psychologists, Albuquerque, NM

The Double Defict Hypothesis and Prediction of Reading and Spelling,  Annual Meeting of the National Association of School Psychologist,New Oreleans, LA

Using CBM Scores to Evaluate the Effectiveness of Class Size Reduction, Annual Meeting of the National Association of School Psychologist, New Orleans, LA

Session Chair, Annual Conference of the International Dyslexia Association, San Francisco, CA

Developing Collaboration Among Preservice Professionals, California Association for Educational Research,  San Diego, CA

How Reading and Spelling Are Impacted by Different Cognitive Processes, California Association of School Psychologists, Pasadena, CA

Session Chair, Reaching Out and Moving Forward, Healthy Start Region Conference, Sacramento, CA

A Blueprint for Understanding and Assessing Early Reading, National Association of School Psychologists, Las Vegas, NV

Early Intervention in Community Preschool Settings, Annual Meeting of the National Association of School Psychologists, Las Vegas, NV

Developing Collaboration Among Pre-Service Professionals, Annual Meeting of the California Educational Research Association, San Diego, CA

Session Chair, Annual Meeting of the International Dyslexia Association, San Francisco, CA,

How Different Cognitive Processes Affect Reading and Spelling, Annual Meeting of the California Associaton of School Psychologists, Pasadena , CA

Early Reading Development, Beckman School, Lodi Unified School District, Lodi, CA

Increasing Colaborative Interdisciplinary Learning Through Listservs, International Conference on Technology in Education, Santa Fe, New Mexico

Early Reading Development: A Primer for School Psychologists, California Association of School Psychologists Annual Meeting, San Jose, CA

Early Identification of Reading Disabilities, Fairfield-Suisun Joint Unified School District, Fairfield, CA

Developing Skills in Interprofessional Collaboration,  National Association of School Psychologists Annual Meeting, Anaheim, CA

Administration of the Woodcock-Johnson Tests of Achievement, Placer County of Special Education, Auburn, CA

A Model for the Assessment of Reading Difficulties, California Association of School Psychologists, San Diego, CA

Working with the ADHD Child, Sacramento City Parks and Recreation, Sacramento, CA

Understanding ADHD,  Vacaville Joint Unified School District,  Vacaville, CA

A School Wide Skills Training Program, California Association of School Psychologists, Long Beach, CA

Implementing Social Skills Training, Davis Joint Unified School District, Davis, CA