Dr. Paul J. Riccomini

Representative Publications

2018 to 2019 Publications

Morano, S., Riccomini, P. J., & Lee, J. Y. (2019). Accuracy of area model and number line representations of fractions for students with learning disabilities. Learning Disabilities Research & Practice. DOI: 10.1111/ldrp.12197

Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, P. J., Scheeler, M. C., & McNaughton, D. B. (2019). Effects of tactile prompting and self-monitoring on teachers’ use of behavior-specific praise.  Exceptional Children, 1-19. DOI: 10.1177/0014402919846500.

Riccomini, P. J., Berkeley, S., Neally, A., Stagliano, C., Kurz, L., & Brigham, F. (2019). Peer-assisted assessment in reading: Two exploratory studies. International Journal for Research in Learning Disabilities, 4, 12-26.

Hwang, J., & Riccomini, P. J. (2019). Investigating the relationship between solution pathway preference and accuracy of adding fractions for students with learning disabilities. British Journal of Special Education, DOI:10.1111/1467-8578.12250

Morano, S., & Riccomini, P. J. (2019). Is a picture worth 1,000 words? Investigating fraction magnitude knowledge through analysis of student representations. Assessment for Effective Intervention, 1-12. DOI: 10.1177/153408418829697

Cook, S. C., Collins, L. W., Morin, L. L., & Riccomini, P. J. (2019). Schema-based instruction for mathematical word problem solving: An evidenced-based review for students with learning disabilities. Learning Disability Quarterly, 1-13. DOI 10.1177/0731948718823080.

Hughes, E., Riccomini, P. J., & Witzel, B. S. (2018). Using concrete-representational-abstract sequence to teach fractions to middle school students with math difficulties. Journal of Evidence-Based Practices for Schools, 16(2), 171-190.

Stocker, J. D., Kubina, R. M., Riccomini, P. J., & Mason, A. (2018). Comparing the effects of different timings to build computational and procedural fluency with complex computation.  Journal of Evidence-Based Practices for Schools, 16(2), 206-231.

Hwang, J., Riccomini, P. J., Hwang, S., & Morano, S. (2018). A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties. Learning Disabilities Research & Practice, 34(1), 47-61. DOI: 10.1111/ldrp.12187

Markelz, A. M., Taylor, J. C., Scheeler, M. C., Riccomini, P. J., & McNaughton, D. B. (2018). Prompting with wearable technology to increase teaching behaviors of a special education preservice teacher. Journal of the American Academy of Special Education Professionals,10(4), 74-91.

Markelz, A. M., Scheeler, M. C., Taylor, J. C., & Riccomini, P. J. (2018). A review of interventions to increase behavior specific praise. Journal of Evidence Based Practice for Schools, 17(1), 67-87.

Smith, G. W., Classes, A. I., Riccomini, P. J., & Brewer, R. R. (2018). Understanding the removal of classroom auditory distractors: An interactive approach. Journal of the American Academy of Special Education Professionals, 6-23.

Cozad, L. & Riccomini, P. J. (2018). Effects of whole-class interventions on computational             fluency: A synthesis of the literature. Journal of Evidence-Based Practices for Schools.

Books and Book Chapters

Riccomini, P. J., & Smith, G. W. (in press). Response to Intervention and Multi-Tiered System of Supports. In J. Hattie & E. M. Anderman (Eds.). International guide to student achievement. New York: Routledge Taylor & Francis Group.

Hughes, C. A., Riccomini, P. J., Morris, J.R. (2019). Use explicit instruction. In J. McLeskey, L.  Maheady, B. Billingsley, M.  Brownell, & T. Lewis (Eds.), High leverage practices for inclusive classrooms. New York: Routledge

Berkeley, S. & Riccomini, P. J. (2017). Academic Progress Monitoring. In J.M. Kauffman & D.P. Hallahan (Eds.), Handbook of special education (2^nd Ed.). New York, NY: Routledge.

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.