Michael J. Orosco

School of Education - Special Education
Associate Professor
Primary office:
785-864-2736
Joseph R. Pearson Hall
Room 539
University of Kansas
1122 West Campus Rd.
Lawrence, KS 66045-3101


Summary

Michael J. Orosco is an associate professor in education specializing in bilingual special education at the University of Kansas. He was a bilingual special education teacher in Colorado for five years before earning a Ph.D. in Education from the University of Colorado at Boulder. Interdisciplinary research includes developing a theoretical model of learning disabilities for English Learners (ELs) that includes the sociocognitive mechanisms that moderate mathematical and reading performance. The research program includes designing interventions to facilitate sociocognitive processes related to mathematical and reading comprehension in ELs. Finally, his research program also includes enhancing the sustainability of sociocognitive mathematical and reading interventions through professional development. Professor Orosco has received funding from the U.S. Department of Education Institute of Education Sciences, National Science Foundation, and Office of Special Education & Rehabilitative Services. Professor Orosco has published in several journals, including Exceptional Children, Exceptionality, Journal of Educational Psychology, Journal of Learning Disabilities, Journal of Special Education, Learning Disability Quarterly, Learning and Individual Differences, Reading & Writing Quarterly, Teacher Education and Special Education, and Theory into Practice. In 2014, Professor Orosco won the Samuel Kirk Award for outstanding article awarded at the Council for Exceptional Children (the premier research organization in Special Education), Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. Also, in 2011, Professor Orosco won the Frank Pajares Award for Outstanding Theory into Practice article awarded at the American Educational Research Association (the predominant research organization in the broad field of education), A Sociocultural Examination of Response to Intervention with Latino English Language Learners). Professor Orosco serves on the editorial boards of the Journal of Learning Disabilities, Journal of Literacy Research, Multiple Voices, Review of Research in Education, and Theory into Practice. Professor Orosco is a member of the American Education Research Association, Council for Exceptional Children, and International Academy for Research in Learning Disabilities.

Teaching

Selected Publications

Swanson, H. L., Kong, J. K., Moran, A. S., & Orosco, M. J. (in press). Paraphrasing Interventions and Problem Solving Accuracy: Do Generative Procedures Help English Language Learners at Risk for Math Disabilities?
. Learning Disabilities Research and Practice.

Abdulrahim, N. A., & Orosco, M. J. (in press). Culturally Responsive Teaching with Latino English Learners with Math Learning Disabilities.

Orosco, M. J., & Abdulrahim, N. A. (2018). Examining Comprehension Strategy Instruction With English Learners’ Problem Solving: Study Findings and Educator Preparation Implications. Teacher Education and Special Education , 41(3), 215-228. DOI:10.1177/0888406418770787

Orosco, M. J., & Abdulrahim, N. (2017). Culturally and Linguistically Diverse Special Education.

Orosco, M. J., & Abdulrahim, N. A. (2017). Culturally responsive evidence-based practices with English language learners with learning disabilities: A qualitative case study.
. Educational Borderlands: A Bilingual Journal, 1.

Orosco, M. J., & Abdulrahim, N. A. (2017). Culturally responsive professional development for one special education teacher of Latino English language learners with math learning disabilities. Insights on Learning Disabilities: From Prevailing Theories to Validated Practices, 14(1).

Swanson, H. L., Orosco, M. J., & Kudo, M. F. (2017). Do Specific Classroom Reading Activities Predict English Language Learners’ Later Reading Achievement? Reading & Writing Quarterly: Overcoming Learning Difficulties. DOI:10.1080/10573569.2016.1145563

Swanson, H. L., Orosco, M. & Kudo, M. (2017). Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities? Journal of Learning Disabilities, 50(4), 386-407. DOI:10.1177/0022219415618499

Orosco, M. J. (2016). Distinguishing between language acquisition and learning disabilities among English language learners: background information (Chapter 1). In J. J Hoover, L. M Baca, & J. K Klingner (Eds.), Why Do English Learners Struggle with Reading?: Distinguishing Language Acquisition From Learning Disabilities. .

Orosco, M. J. (2016). Measuring elementary student’s mathematics motivation: A validity study. International Journal of Science and Mathematics Education. DOI:10.1007/s10763-015-9632-7

Kong, J. & Orosco, M. J. (2016). Word problem solving strategy for minority students at risk for math difficulties
. Learning Disability Quarterly, 39(3), 171-181. DOI:10.1177/0731948715607347

Guzman-Orth, D. Grimm, R. Gerber, M. Orosco, M. Swanson, H. L., & Lussier, C. (2015). Psychometric Properties of the Working Memory Rating Scale for Spanish-speaking English Language Learners. Journal of Psychoeducational Assessment. DOI:10.1177/0734282914558710

Swanson, H. L., Orosco, M. & Lussier, C. M. (2015). Growth in literacy, cognition, and working memory in English language learners. Journal of Experimental Child Psychology, 132, 155-188.

Swanson, H. L., Lussier, C. M., & Orosco, M. (2015). Cognitive strategies, working memory and growth in word problem solving in children with math difficulties. Journal of Learning Disabilities. DOI:10.1177 0022219413498771

Orosco, M. (2014). A Math Intervention for 3rd Grade Latino English language learners at Risk for Math Disabilities. Exceptionality, 22(4), 205-225. DOI:10.1080/09362835.2013.865535

Orosco, M. (2014). A word problem strategy for Latino English language learners at risk for math disabilities. Learning Disability Quarterly, 37(1), 45-53. DOI:10.1177/0731948713504206

Orosco, M. & O'Connor, R. E. (2014). Culturally responsive instruction for English language learners with learning disabilities. Journal of Learning Disabilities, 47(6), 515-531. DOI:0.1177/0022219413476553

Fung, W. Swanson, H. L., & Orosco, M. (2014). Influence of Reading and Calculation on Children at Risk and Not At Risk for Word Problem Solving: Is Math Motivation a Mediator? Learning and Individual Differences, 36, 84-91. DOI:10.1016/j.lindif.2014.10.011

Swanson, H. L., Orosco, M. & Lussier, C. M. (2014). The effects of strategy instruction for children with serious problem-solving difficulties. Exceptional Children, 80(2), 149-168. DOI:10.1177/001440291408000202

Aceves, T. C., & Orosco, M. J. (2014). Culturally responsive teaching (Document No. IC-2).

Swanson, H. L., & Orosco, M. J. (2013). Evidence Based Reading Comprehension Programs for Students with Learning Disabilities. In J. Hattie & E. M. Anderman (Eds.), International Guide to Student Achievement (pp. 448-451). UK: Routledge.

Swanson, H. L., Lussier, C. & Orosco, M. J. (2013). Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. Learning Disabilities Research and Practice, 28(4), 170-183. DOI:10.1177/001440291408000202

Orosco, M. (2013). The development of a math comprehension strategy in Spanish for Latino English language learners at risk for math disabilities. International Journal for Research in Learning Disabilities, 1(2), 86-108.

Orosco, M. J., Swanson, H. L., O'Connor, R. E., & Lussier, C. (2013). The effects of dynamic strategic math on English language learners’ word problem solving. Journal of Special Education, 47(2), 96-107. DOI:10.1177/0022466911416248

Orosco, M. J. (2012). Culturally responsive instruction with Latino English language learners. The Ladder: Story Telling Across the Curriculum (Fall 2012), 18-19. Los Angeles, CA: LA Unified School District.

Swanson, H. L., Orosco, M. J., & Lussier, C. (2012). Cognition and Literacy in English Language Learners at Risk for Reading Disabilities. Journal of Educational Psychology, 104(2), 302-320. DOI:10.1037/a0026225

Swanson, H. L., Orosco, M. J., Gerber, M. & Lussier, C. (2012). Growth in literacy, language, and cognition in children with reading disabilities who are English language learners.

Swanson, H. L., Orosco, M. J., Gerber, M. & Lussier, C. (2012). Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities.

Orosco, M. J., & O'Connor, R. (2011). Cultural aspects of teaching reading with Latino English language learners (Chapter 15). In R. O'Connor & P. Vadasy (Eds.), Handbook of Reading Interventions (pp. 356-379). New York, NY: Guilford Press.

Swanson, H. L., & Orosco, M. J. (2011). Predictive validity of dynamic testing and working memory as it relates to reading growth in children with reading disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in Learning and Behavioral Disabilities, Volume 24: Assessment and Intervention (pp. 1-30). Emerald Group Publishing Limited.

Swanson, H. L., Orosco, M. J., Lussier, C. Gerber, M. M., & Guzman-Orth, D. A. (2011). The influence of working memory and phonological processing on English language learner children’s bilingual reading and language acquisition. Journal of Educational Psychology, 103(4), 838-856. DOI:10.1037/a0024578

Swanson, H. L., Orosco, M. J., Gerber, M. & Lussier, C. (2011). Growth in literacy, language, and cognition in children with reading disabilities who are English language learners.

Swanson, H. L., Orosco, M. J., Gerber, M. & Lussier, C. (2011). Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities.

Orosco, M. J., & Klingner, J. K. (2010). Bilingual first grade instruction (Chapter 3). In D. Haager, J. K. Klingner, & T. Jiménez (Eds.), How to Teach English Language Learners: Effective Strategies from Outstanding Educators, Grades K-6 (pp. 53-77). San Francisco, CA: Jossey Bass.

Méndez-Barletta, L. Klingner, J. K., & Orosco, M. J. (2010). Writing acquisition among English language learners in U.S. schools: A critical review of the literature (Chapter 9). In A. Durgunoglu & C. Goldenberg (Eds.), Language and Literacy Development in Bilingual Settings (pp. 210-241). New York, NY: Guilford.

Orosco, M. J., & Klingner, J. K. (2010). One school’s implementation of rti with English language learners: “Referring into rti”. Journal of Learning Disabilities, 43(3), 269-288. DOI:10.1177/0022219409355474

Klingner, J. K., & Orosco, M. J. (2010). Response to intervention: Addressing implementation challenges introduction to special issue. Theory Into Practice, 49(4), 247-249.

Orosco, M. J. (2010). Sociocultural considerations when using rti with English language learners. Theory Into Practice, 49(4), 265-272. DOI:10.1080/00405841.2010.510703

Swanson, H. L., Orosco, M. J., Gerber, M. & Lussier, C. (2010). Growth in literacy, language, and cognition in children with reading disabilities who are English language learners.

Swanson, H. L., Orosco, M. J., Gerber, M. & Lussier, C. (2010). Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities.

Orosco, M. J., & Hoover, J. J. (2009). Characteristics of second language acquisition, cultural diversity and learning/behavior disabilities (Chapter 3). In J. J. Hoover (Ed.), Differentiating Learning Differences From Disabilities: Meeting Diverse Needs through Multi-tiered Response to Intervention (pp. 39-64). New York, NY: Prentice Hall.

Orosco, M. J., Schonewise, E. A., de Onis, C. Klingner, J. K., & Hoover, J. J. (2008). Distinguishing between language acquisition and learning disabilities among English language learners: background information (Chapter 1). In J. K. Klingner, J. J. Hoover, & L. Baca (Eds.), English Language Learners Who Struggle with Reading: Language Acquisition or Learning Disabilities? (pp. 5-16). Thousand Oaks, CA: Corwin Press.

Orosco, M. J. (2005). Do you speak American? Bilingual Research Journal, 29(3), 723-726.

Orosco, M. J. (2004). Accommodations in assessment and instruction to meet special needs (J. J. Hoover). Current Issues in Special Education: Meeting Diverse Needs in the Twenty –First Century. Boulder, CO: Bueno Center for Multicultural Education.

Selected Grants


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