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 for five years before earning a Ph.D. in Education from the University of Colorado at Boulder. Dr. Orosco’s research foci include the disproportionate representation of culturally and linguistically diverse students in special education with learning disabilities, comprehension strategy instruction for culturally and linguistically diverse students, and enhancing the sustainability of culturally responsive and evidence-based practices through professional development. Dr. 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, Teacher Education and Special Education, and Theory into Practice.
PhD, Bilingual Special Education, University of Colorado at Boulder
Orosco, M. J., & Abdulrahim, N. A. (in press). Examining Comprehension Strategy Instruction With English Learners’ Problem Solving: Study Findings and Educator Preparation Implications. Teacher Education and Special Education , 1-14. DOI:10.1177/0888406418770787
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). 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
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
Orosco, Michael J., (Co-Investigator), Math Problem Solving and Working Memory Growth in English Language Learners with Math Disabilities, National Science Foundation: Division of Research on Learning, 2017-2021., $2,482,594, (07/01/2017 - 06/30/2021) . Federal. Status: Funded.
Orosco, M. J., (Co-Principal), Leading Excellence for Academic Positions in Special Education (LEAPS), U.S. Department of Education, Office of Special Education & Rehabilitative Services, $1,238,983, (07/01/2012 - 06/30/2017) . Federal. Status: Funded.
Orosco, M. J., (Co-Principal), Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners, U. S. Department of Education, Institute of Education Sciences, $1,438,691, (07/01/2009 - 06/30/2014) . Federal. Status: Funded.
Orosco, M. J., (Co-Principal), Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities, U.S. Department of Education, Institute of Education Sciences, $1,516,050, (07/01/2009 - 06/30/2014) . Federal. Status: Funded.
Selected Awards & Honors
Samuel Kirk Award for Outstanding Learning Disabilities Research & Practice Article, “Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children At Risk for Problem Solving Difficulties”
Awarded at the Council for Exceptional Children
Frank Pajares Award for Outstanding Theory into Practice article, “A Sociocultural Examination of Response to Intervention with Latino English Language Learners”
Awarded at the American Educational Research Association
Elected to membership in the International Academy of Research in Learning Disabilities
Outstanding Dissertation Research Award (Honorable Mention)
American Association of Hispanics in Higher Education and Educational Testing Service
Outstanding Dissertation Research Award
American Educational Research Association-Bilingual Education Research Special Interest Group
Outstanding Dissertation Research Award
National Association Bilingual for Education
Outstanding Doctoral Student Award
University of Colorado at Boulder