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 Latino English Language Learners (Latino ELLs) that includes the bilingual comprehension mechanisms that moderate reading and mathematical performance. The research program includes developing bilingual dynamic assessment situations that accurately diagnose learning disabilities and designing interventions to facilitate comprehension processes related to math and reading development in Latino ELLs. Finally, his research program also includes enhancing the sustainability of bilingual comprehension interventions through professional development. Professor Orosco has received funding from the U.S. Department of Education Institute of Education Sciences 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, and Theory into Practice. In 2014, Professor Orosco won the Samuel Kirk Award for outstanding article awarded at the Council for Exceptional Children (the premiere 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 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.
B.A., Bilingual-Bicultural Elementary Education (Spanish), University of Northern Colorado
M.A., Bilingual/ESL/Special Education, University of Colorado at Boulder
Ph.D., Bilingual Special Education, University of Colorado at Boulder
Swanson, H. Lee, Orosco, M. J., & Kudo, M. F. (in press). 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. (in press). Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities? DOI:10.1177/0022219415618499
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
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
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., 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
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
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