Dr. Paul J. Riccomini

Dr. Paul J. Riccomini
Phone: 8148674386
Office Address:
214 CEDAR Building
University Park, PA 16802
Campus: University Park


Associate Professor of Education (Special Education)
Cooridinator of Online Programs


Educational Psychology, Counseling, and Special Education


Special Education


Paul J. Riccomini, PhD, began his career as a dual certified general education mathematics teacher of students with learning disabilities, emotional and behavioral disabilities, and gifted and talented students in Grades 7–12 in inclusive classrooms. His teaching experiences required a strong content knowledge in mathematics and the development and maintenance of strong collaborative relationships with both general and special educators. He earned his doctorate in special education from The Pennsylvania State University and his master’s degree in education and Bachelor of Arts in mathematics at Edinboro University of Pennsylvania. His research focus is on effective instructional approaches, strategies, and assessments for students with dyscalculia and students who are low achievers and/or students with learning disabilities in mathematics. He has written several research and practitioner articles related to effective strategies for teaching mathematics to students who struggle and has coauthored three math intervention programs targeting fractions, integers, and algebraic equations.  Additionally, he is a co-author of the bestselling Response to Intervention in Math (Corwin, 2010) and Developing Number Sense through the Common Core (Corwin, 2013). Additionally, Dr. Riccomini provides high quality professional development focused on effective mathematics instruction to school districts across the United States. As a former middle and high school general education and special education mathematics teacher, Dr. Riccomini knows firsthand the challenges and difficulties teachers experience every day when working with struggling students. Follow Dr. Riccomini on Twitter @pjr146.

Areas of Expertise

Age Levels


Curriculum Areas

Math Ed

Education Levels

Early Childhood
Middle School/Junior High

Education Types

Public Ed
Remedial Ed
Rural Ed
Urban Ed

Individual Difference

Learning Processes

Leadership Preparation

Teacher Prep


Instructional Methods and Design

Methodological Research

Quantitative Research

Special Education

Gifted Ed
Mild Disabilities

Teacher Preparation

In-service Teachers
Pre-service Teachers
Professional Development


Instructional Design

Courses Taught

SPLED 509C: Advanced Studies of Instructional Practices in Mathematics and Science for Students with Disabilities

SPLED 525:    Teaching Learners with Disabilities in Inclusive Settings (Online through World Campus)

SPLED 409C: Mathematics Instruction for Students with Special Needs 

SPLED 400:    Teaching Exceptional Students in General Education Settings

Office Hours

By Appointment

Representative Publications

2015 to 2017 Publications

Smith, G.W., Classes, A.I., Riccomini, P.J., & Brewer, R.R. (in press). Understanding the removal of classroom auditory distractors: An interactive approach. Journal of the American Academy of Special Education Professionals.

Markelz, A. M., Taylor, J. C., Scheeler, M. C., Riccomini, P. J., & McNaughton, D. B. (in press). Prompting with wearable technology to increase teaching behaviors of a special education preservice teacher. Journal of the American Academy of Special Education Professionals.

Riccomini, P.J., Morano, S., & Hughes, C. A. (2017). Big ideas in special education: Specially designed instruction, high-leverage practices, explicit instruction, and intensive instruction. Teaching Exceptional Children, 50(6), 1-8.

Riccomini, P.J., Stocker, J., & Morano, S. (2017). Implementing an effective mathematics fact fluency practice activity. Teaching Exceptional Children, 49(5), 318-327.

Riccomini, P.J., Stocker, J., & Morano, S. (in press). Implementing an effective mathematics fact fluency practice activity. Teaching Exceptional Children.

Cozad, L. E., & Riccomini, P. J. (2016). Effects of digital-based math fluency interventions on learners with math difficulties: A review of the literature. The Journal of Special Education Apprenticeship, 5(2), 1-19.

Morano, S., Hwang, J., Kohler, K., Markelz, A., Rizzo, K., & Riccomini, P.J. (2016,). Scaffold mathematics instruction for secondary students with learning disabilities. LD Forum, 2.

Hwang, J. & Riccomini, P. J. (2016). Enhancing mathematical problem solving for secondary students with or at risk of learning disabilities: A literature review. Learning Disabilities Research & Practice, 31(3), 169-181.

Morano, S. & Riccomini, P. J. (2016).  Re-examining the literature: The impact of peer tutoring on higher order learning. Preventing School Failure: Alternative Education for Children and Youth. 

Karal, M. A. & Riccomini, P. J. (2016). Comparative investigation of the differences between special and general education teachers’ perceptions about students with autism in Turkey. International Journal of Special Education, 31(1), 23-31.

Riccomini, P. J., Morano, S., Hwang, J. (2016). Developing mathematical problem solving through strategic instruction: Much more than a keyword. In B. Cook, M. Tankersley, & T. Landrum (Eds.). Advances in Learning and Behavioral Disabilities, Vol. 29. Emerald Group Publishing Limited.

Riccomini, P. J., Smith, G. W., Hughes, E. M., & Fries, K. (2015). The language of mathematics: The importance of teaching and learning mathematical vocabulary.  Reading & Writing Quarterly: Overcoming Learning Disabilities, 31(3), 235-252

Riccomini, P.J., Morano, S., & Hwang, J. (January, 2015), Interleaved worked examples and math problems: Embedding instructional guidance in math homework and independent practice to improve student accuracy and outcomes. Educational Research Newsletter. Available: http://www.ernweb.com/educational-research-articles/interleaved-worked-examples-and-math-problems-embedding-instructional-guidance-in-math-homework-and-independent-practice-to-improve-student-accuracy-and-outcomes/

Books and Book Chapters

Riccomini, P. J., Morano, S., Hwang, J. (2016). Developing mathematical problem solving through strategic instruction: Much more than a keyword. In B. Cook, M. Tankersley, & T. Landrum (Eds.). Advances in Learning and Behavioral Disabilities, Vol. 29. Emerald Group Publishing Limited.

Witzel, B. S., Riccomini, P. J., & Herlong, M. L. (2013). Building number sense through the common core. Thousand Oaks, CA; London: Corwin.

Riccomini, P. J. & Smith, G. W. (2013). Response to intervention: The sum is greater than its parts (pp345-347). In J. Hattie & E. M. Anderman (Eds.). International guide to student achievement. New York: Routledge Taylor & Francis Group.

Riccomini, P.J. & Witzel,  B. S. (2012). Mathematics interventions overview. In. C. F. Shores (Ed.) Response to intervention.  Thousand Oaks, CA: Corwin.

Berkeley, S. & Riccomini, P. J. (2011). Academic Progress Monitoring. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of special education. New York, NY: Routledge

Witzel, B. S., Mink, D. V., & Riccomini, P. J. (2011). Using visual representations to instruct and intervene with secondary mathematics. In R. Gersten & R. Newman-Gonchar (Eds.) Response to intervention in mathematics. Baltimore, MD: Brookes Publishing

Riccomini, P. J., Witzel, B. S., & Riccomini, A. E. (2011). Maximize mathematical development in early childhood programs by optimizing the instructional sequence. In N. L. Gallenstein & D. Hodges (Eds.), Mathematics for all: Instructional strategies to assist students with special learning needs. Association for Childhood Education International.

Riccomini, P. J. & Witzel, B. S. (2010). Response to intervention in math. Thousands Oaks, CA: Corwin Press.


Riccomini, P. J. (2014-2015). Scaffolding Common Core Mathematics Curriculum Module Grades 7-12 for Students with Disabilities. Sponsored by the New Your State Education Department. $141,000. Role: Principal Investigator and Partnering with SUNY Geneseo.

Lee, D. & Riccomini, P.J. (2013-2016). Training in the Professoriate for Special Education (TIPS). Sponsored by the US Department of Education. Office of Special Education. $1,072,920.00.  Role: Co-Project Director (25%) along with David Lee (75%).