Faculty Profiles

Ciullo, S., & Collins, A. A. (n.d.). Effective writing instruction for students with learning disabilities in grades 3-8. In Handbook on the Science of Literacy: Grades 3-8. Guilford.

Graham, S., Ciullo, S. P., & Collins, A. A. (2024). Do special and general education teachers’ mindset theories about the malleability of writing and intelligence predict their writing practices? Journal of Learning Disabilities, Online First, 63–78. https://doi.org/https://doi.org/10.1177/00222194231181915

Graham, S., Collins, A. A., & Ciullo, S. P. (2024). Evidence-based recommendations for teaching writing. Education 3-13, 1–14. https://doi.org/https://doi.org/10.1080/03004279.2024.2357893

Wissinger, D. R., Truckenmiller, A. J., Konek, A. E., & Ciullo, S. (2024). The validity of two tests of silent reading fluency: A meta-analytic review. Reading & Writing Quarterly, 40(2), 118–134. https://doi.org/https://doi.org/10.1080/10573569.2023.2175340

Collins, A. A., Rigby-Wills, H., & Ciullo, S. P. (2024). Quality writing instruction for students in the elementary grades. In B. L. Hott & P. Williamson (Eds.), Quality instruction and intervention for elementary educators (pp. 107–127).

Ciullo, S. P., Troia, G., Wolbers, K., & Zajic, M. C. (n.d.). Written language assessment and  instruction for children with significant writing challenges. In Handbook of Special Education. Routledge.

Graham, S., Collins, A. A., & Ciullo, S. P. (2023). Special and general education teacher beliefs about writing and writing instruction. Journal of Learning Disabilities, 56(3), 163–179. https://doi.org/https://doi.org/10.1177/00222194221092156

Garwood, J. D., Peltier, C., Ciullo, S. P., Wissinger, D., McKenna, J. W., & Giangreco, M. F. (2023). The Experiences of Students with Disabilities Actually Doing Service Learning: A Systematic Review. Journal of Experiential Education, 46(1), 5–31. https://doi.org/https://doi.org/10.1177%2F10538259221109374

Collins, A. A., Ciullo, S. P., & Sandbank, M. (2023). Using generalizability theory to explore sources of variance on an observation tool of writing instruction. In The Hitchhiker’s Guide to Writing Research: A Festschrift for Steve Graham (pp. 277–294). Cham: Springer International Publishing.

Mason, L. H., Ciullo, S., Collins, A. A., Brady, S., Elcock, L., & Owen, S. (2022). Exploring  inclusive middle-school content teachers’ training, perceptions, and classroom practice for writing. Learning Disabilities: A Contemporary Journal, (20), 111–128.

Garwood, J. D., McKenna, J. W., Roberts, G. J., Ciullo, S., & Shin, M. (2021). Social studies content knowledge interventions for students with emotional and behavioral disorders: A meta-analysis. Behavior Modification, 44(1), 147–176. https://doi.org/0145445519834622

Brownell, M., Ciullo, S. P., & Kennedy, M. (2021). High-leverage practices: Teaching students with disabilities – and all students who need a learning boost. American Educator. Retrieved from https://www.aft.org/ae/winter2020-2021/brownell_ciullo_kennedy

Garwood, J., Ciullo, S. P., Wissinger, D., & McKenna, J. (2021). Civics for students with learning disabilities and emotional and behavioral disorders. Intervention in School and Clinic, 45(1), 250–254. https://doi.org/10.1177%2F1053451220944143

Collins, A. A., Ciullo, S. P., Graham, S., Sigafoos, L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts: A self-regulated strategy development study. Reading and Writing: An Interdisciplinary Journal, 34, 1623–1651. https://doi.org/https://doi.org/10.1007/s11145-021-10157-2

Smith, R., Allen, A., Panos, K., & Ciullo, S. P. (2021). Sentence Writing Intervention for At‐Risk Writers in Upper Elementary Grades. Learning Disabilities Research and Practice, 36(4), 367–379.

Ciullo, S. P., Collins, A. A., Daniel, W., Lo, Y. L., McKenna, J., & Osman, D. (2020). Students with Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research. Exceptional Children, 86(4), 393–412. https://doi.org/doi.org/10.1177%2F0014402919893932

Garwood, J. D., McKenna, J. W., & Ciullo, S. P. (2020). Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders. Beyond Behavior, 29(1), 6–17. https://doi.org/https://doi.org/10.1177%2F1074295619900380

Thomas, C. N., Allen, A., Ciullo, S., Lembke, E. S., Billingsley, G., Goodwin, M., & Judd, L. (2020). Exploring the perceptions of middle school teachers regarding response to intervention for struggling readers. Exceptionality, 30(4), 261–278. https://doi.org/doi.org/10.1080/09362835.2020.1729765

Ciullo, S. P., Linda, M. H., & Judd, L. (2019). Persuasive quick about text: Intervention for students with learning disabilities. Behavior Modification, 45(1), 122–146. https://doi.org/doi.org/10.1177%2F0145445519882894

Ciullo, S. P., Emily, E., John, M., Kathryn, A., & Michael, K. (2019). Reading instruction  for students with learning disabilities in grades 4 and 5: An observation study. Learning Disability Quarterly, 42(2), 67–79. https://doi.org/0731948718806654

Garwood, J. D., Mason, L. H., Austin, M. B., Harris, B., Ciullo, S. P., M, M. K., … Shin, M. (2019). Improving persuasive science writing for secondary students with emotional and behavioral disorders educated in residential treatment facilities. Behavioral Disorders, 44(4), 227–240. https://doi.org/https://doi.org/10.1177/0198742918809341

Wissinger, D. R., Ciullo, S. P., & Shiring, E. J. (2018). Historical Literacy Instruction for All Learners: Evidence From a Design Experiment. Reading & Writing Quarterly, 34(6), 568–586. https://doi.org/10.1080/10573569.2018.1510795

Wissinger, D., & Ciullo, S. P. (2018). Historical literacy research for students with and at risk  for learning disabilities: A systematic review. Learning Disabilities Research and Practice, 33(4). https://doi.org/https://doi.org/10.1111/ldrp.12182

Toste, J., & Ciullo, S. P. (2017). Reading and writing instruction in the upper elementary grades. Intervention in School and Clinic, 52(5), 259–261. https://doi.org/1053451216676835

Ciullo, S. P., & Mason, L. (2017). Prioritizing elementary school writing Intervention:  Cultivating middle-school writing readiness for students with learning disabilities. Intervention in School and Clinic, 287–294. https://doi.org/10.1177/105345121667680

Ciullo, S. P., & Domino, J. (2017). The strategic use of scaffolded instruction in social studies interventions for students with learning disabilities. Learning Disabilities Research and Practice, 32(3), 155–165. https://doi.org/10.1111/ldrp.12138

Garwood, J., Ciullo, S. P., & Nelson, B. (2017). Supporting students with emotional and behavioral disorders’ comprehension and reading fluency. Teaching Exceptional Children, 49(6), 391–401.

McKenna, J., & Ciullo, S. P. (2016). Typical reading instructional practices provided to students  with emotional and behavioral disorders in a residential and day treatment setting: A mixed methods study. Residential Treatment for Children and Youth. https://doi.org/10.1080/0886571X.2016.1207217

Ciullo, S. P. (2016). Effective practices for teaching academic skills to students with  autism spectrum disorders. In A. Boutot (Ed.), Autism Spectrum Disorders. Chicago, IL, United States: Pearson.

Ciullo, S. P., Al Otaiba, S., Ortiz, M., & Lane, K. L. (2016). Advanced reading comprehension  expectations in secondary school: Considerations for students with emotional or behavior disorders. Journal of Disability Policy Studies, 27(1). https://doi.org/10.1177/1044207315604365

Ciullo, S. P., Lembke, E., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based practices in middle school response to intervention. An observation study. Learning Disability Quarterly, 39(1), 44–57. https://doi.org/10.1177/0731948714566120

McKenna, J., Shin, M., & Ciullo, S. (2015). Evaluating reading and Mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability Quarterly, 38, 195–207. https://doi.org/0.1177/0731948714564576

Ciullo, S. (2015). Improving access to elementary school social studies instruction: Strategies to support students with learning disabilities. Teaching Exceptional Children, 48, 102–109. https://doi.org/10.1177/0040059915605640

Kang, E. Y., McKenna, J., Arden, S., & Ciullo, S. (2015). Integrated reading  and writing interventions for students with learning disabilities. A systematic review of the literature. Learning Disabilities Research & Practice. https://doi.org/10.1111/ldrp.12091

McKenna, J., Flower, A., Kim, M., Ciullo, S. P., & Haring, C. (2015). A systematic review of function-based interventions for students with learning disabilities. Learning Disability Research & Practice, 30, 15–28. https://doi.org/10.1111/ldrp.12049

Ciullo, S. P., Falcomatta, T., Pfannenstiel, K., & Billingsley, G. M. (2015). Improving learning with science and social studies text using computer-based concept maps for students with disabilities. Behavior Modification, 39(1), 117–135. https://doi.org/10.1177/0145445514552890

Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47, 178–195. https://doi.org/10.1177/0022219412451131

Ciullo, S., Lo, Y.-L. S., Wanzek, J., & Reed, D. (2014). A synthesis of research on informational text reading interventions for elementary students with learning disabilities. Journal of Learning Disabilities. https://doi.org/10.1177/0022219414539566

Ciullo, S., Falcomata, T., Pfannestiel, K., & Billingsley, G. (2014). Improving learning with science and social studies text using computer-based concept maps for students with disabilities. Behavior Modification, 39(1), 117–135. https://doi.org/10.1177/0145445514552890

McKenna, J., Flowers, A., & Ciullo, S. (2014). Measuring fidelity to improve intervention effectiveness. Intervention in School and Clinic, (50), 15–21. https://doi.org/1053451214532348

Roberts, G., Solis, M., Ciullo, S., McKenna, J., & Vaughn, S. (2014). Reading interventions with behavioral and social outcomes. A synthesis of research. Behavior Modification, 39(1), 8–42. https://doi.org/0.1177/0145445514561318

Ciullo, S., Vaughn, S., & Falcomata, T. (2014). Teaching social studies to upper elementary students with learning disabilities: Explicit instruction and graphic organizers. Learning Disability Quarterly, (38), 15–26. https://doi.org/10.1177/0731948713516767

Ciullo, S., & Reutebuch, C. K. (2014). Now I get it! Reading comprehension  strategies for inclusive secondary classrooms. In M. Hougen (Ed.), Fundamentals of Literacy Instruction and Assessment, Grades 6-12. Baltimore, MD, United States: Brookes.

Ciullo, S., & Reutebuch, C. (2013). Computer-Based Graphic Organizers for Students with LD: A Systematic Review of Literature. Learning Disabilities Research and Practice, 28, 196–210.

Swanson, E. A., Wanzek, J., Haring, C., Ciullo, S., & McCulley, L. V. (2013). Intervention Fidelity in Special and General Education Research Journals. The Journal of Special Education, 47, 3–13.

Ciullo, S., & Billingsley, G. (2013). Strategies for Increasing Understanding and Engagement with Expository Text in Students with Emotional or Behavior Disorders. Beyond Behavior, 23(3), 3–11.

Ciullo, S., & Thomas, C. (2013). The 10th Birthday of rti: Recommendations from Research. Learning Disabilities Forum, (August), 2–5.

Reutebuch, C. K., Ciullo, S., & Vaughn, S. R. (2013). Graphic Organizers for the Adolescent Learner in Content-Area, Secondary Inclusive Classrooms. In R. Boon & V. G. Spencer (Eds.), Reading Comprehension Strategies to Promote Adolescent Literacy in the Content-Areas for the Inclusive Classroom. Baltimore, MD, United States: Brookes.

Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Lereoux, A. (2012). Reading Comprehension Interventions for Middle-School Students with LD: A Synthesis of 30 Years of Research. Journal of Learning Disabilities, 45, 327–340.

Swanson, E., Solis, M., Ciullo, S., & McKenna, J. (2012). Special Education Teachers’ Perceptions and Instructional Practices in Response to Intervention Implementation. Learning Disabilities Quarterly, 35, 115–126.

Ciullo, S., & Reutebuch, C. (2012). Reading Comprehension Strategies for Students in Grades 4-6. In M. Hougen & S. Smartt (Eds.), The Fundamentals of Literacy Instruction and Assessment. Baltimore, MD, United States: Brookes.

Ciullo, S., SoRelle, D. A., Kim, S. A., You-jin, S., & Bryant, B. R. (2011). Monitoring Student Response to Mathematics Intervention: Using Data to Inform Tier 3 Intervention. Intervention in School and Clinic, 47, 120–124.

Ciullo, S., Solis, M., & Vaughn, S. (2010). Critical Components of a Response to Intervention Framework: Essential Ideas for Campus Implementation. The Oklahoma Reader, 45(2), 8–16.

Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading Interventions for Struggling Readers in the Upper Elementary Grades: A Synthesis of 20 Years of Research. Reading and Writing, 23, 889–912.