Paul A. Macaruso
- : 333-7258
- : Lincoln
- : [email protected]
B.S., Brown University (1983)
Ph.D., University of Connecticut (1988)Post-Doctoral Studies, Johns Hopkins University (1988-1990)
Schechter, R., Macaruso, P., Kazakoff, E.R. & Brooke, E. (2015). Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in the Schools, 32, 183-200.
Macaruso, P. & Rodman, A. (2011). Efficacy of computer-assisted instruction for the development of early literacy skills in young children. Reading Psychology: An International Quarterly, 32, 172-196.
Macaruso, P. & Rodman, A. (2011). Benefits of computer-assisted instruction to support reading acquisition in English Language Learners. Bilingual Research Journal, 34, 301-315.
Macaruso, P. & Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology: An International Quarterly, 31, 454-471..
Macaruso, P. & Rodman, A. (2009). Benefits of computer-assisted instruction for struggling readers in middle school. European Journal of Special Needs Education, 24, 103-113.
Macaruso, P. & Walker, A. (2008). The efficacy of computer assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology: An International Quarterly, 29, 266-287.LeVasseur, V. M., Macaruso, P. & Shankweiler, D. (2008). Promoting gains in reading fluency: A comparison of three approaches. Reading and Writing: An Interdisciplinary Journal, 21, 205-230.
Use of computer-assisted technology to support reading acquisition in children
Presentations and Activities
Brooke, E., Kazakoff, E.R., Macaruso, P. & Prescott, J.E. Can a blended learning model of reading instruction support the development of at-risk EL and non-EL students’ reading skills in kindergarten? Poster presented at the Society for the Scientific Study of Reading. Porto, Portugal. July, 2016
Wilkes, S., Macaruso, P., Kazakoff, E. & Albert, J. Exploration of a blended learning approach to reading instruction in second grade. EdMedia: World Conference on Educational Media and Technology. Vancouver, B.C. June, 2016
Kazakoff, E.R., Crawford-Brooke, E., Macaruso, P., Hook, P., Schechter, R. & Wilkes, S.
Potential benefits of blended learning for reading instruction for ELL and non-ELL students. Poster presented at the Society for the Scientific Study of Reading. Kona, Hawaii. July, 2015
Macaruso, P., Crawford-Brooke, E. & Schechter, R. Reading skill acquisition low SES students using computer-assisted instruction. Poster presented at the Society for the Scientific Study of Reading. Santa Fe, New Mexico. July, 2014
Schechter, R. & Macaruso, P. Rate of progress in computer assisted instruction is highly predictive of reading outcome measures in early elementary grades. Society for Research in Child Development. Seattle, Washington. April, 2013.
Rodman, A. & Macaruso, P. Unique challenges of reading acquisition facing ELL students and the effects of computer-assisted instruction in kindergartners. International Dyslexia Association. Chicago, Illinois. November, 2011.
Crawford, E., Macaruso, P. & Schechter, R. Assessment without testing: Computer-assisted instruction can serve as a progress monitoring tool for response to intervention. International Dyslexia Association. Chicago, Illinois. November, 2011.
Macaruso, P. & Rodman, A. Computer-assisted instruction supports reading acquisition in English Language Learners. Early Education and Technology for Children. Salt Lake City, Utah. March, 2011.
Areas of Interest
Developmental and acquired disorders in reading and number processing