Office Hours Spring 2014:

Wednesday 10:30-1:30

and by appointment.


Read Dr. Urso's blog entry on the National Institute for Urban School Improvement's LeadCast Blog: The Road to Intolerance is Paved with Good Intentions.



Annmarie Urso, Ph.D.

Associate Professor

Ella Cline Shear School of Education

South Hall 220D
1 College Circle
Geneseo, NY 14454

Dr. Urso has been a member of the Geneseo faculty since 2008. She has active partnerships with Monroe High School in Rochester, York Central Elementary School and Geneseo Central Elementary School. Dr. Urso is co-chair of TESOL master's program committee, advisor to Kappa Delta Pi's Epislon Tau Chapter,  a member of the New Organization Recognition Committee, The Bringing Theory to Practicy Committee, the President's Diversity Commission,  the Global Education Advisory Committee, and a recipient of a 2011 Summer Presidential Research Fellowship. She is the Project Director for the School of Education's Reggio Emilia Summer Program, Soaring Stars, which is funded by a $40,000 grant from the Rochester Area Community Foundation and a $100,000 grant from the Wilson Foundation . She is the current President of the New York State Chapter of the Council for Exceptional Chldren. Dr. Urso is an American Heart Association CPR/AED instructor and teaches an elective course on supporting medically fragile children in which students become certified in first aid and CPR/AED use.


Media, Conference, and Presentation Materials

8/2013  WXXI Public Radio Morning Edition: Soaring Stars Aims to Help Students Prepare for Success

12/2011 Special Needs Radio Interview: Response to Intervention: Maximizing Your Child's Potential on Special Needs Talk Radio- (Click for link to podcast).

11/2/2012 New York State Chapter of the Council for Exceptional Children:

Reference materials from presentation

Powerpoint   - I removed large picture files to allow for uploading - if there is a slide missing you wanted, please contact me via email at

Common Core Applications and Individuals with Disabilities

IRA Guidelines on Common Core

Websites for Professional Development, Planning Instruction, and Effective Teaching

What Works Clearinghouse

Research to Practice Briefs from the Institute on Education Sciences

Center on Instruction

     Organizing Instruction to Improve Students Learning

Center on Applied Special Technologies (science lab writer, book buider, UDL)





Faculty Information


  • Ph.D., University of Arizona
  • M.S.Ed., SUNY College at Oneonta
  • B.S., College of St. Rose, Albany NY


  • University of Arizona
  • Arizona State University

Research Interests

Dr. Urso's research interests include the role of processing speed and other cognitive correlates in poor readers and the development of effective reading interventions for students with dyslexia who have failed to respond to intervention. Dr. Urso also studies the role of cognitive profiles in Response to Intervention models. She is committed to the preparation of culturally responsive practitioners in clinically rich settings and is actively involved in supporting local school districts in their efforts to support students with learning differences.

Publications and Professional Activities

  • Urso, A. & Rozalski, M. (2014). Developing training programs to save lives: Serving students with complex or emergency health care needs. Physical Disabilities: Education and Related Services, 33(1), 39-52.
  • Urso, A. (2013). Introduction to special issue on response to intervention. Reading and Writing Quarterly, 29 (1).
  • Abu-Hamour, B., Urso, A., & Mather, N. (2013). The application of standardized assessments and CBM measures on a student with severe reading disability. Reading and Writing Quarterly, 29(1).
  • Abu-Hamour, B., Urso, A., & Mather, N. (2012). The relationships among cognitive correlates and irregular word, non-word, and word reading. International Journal of Special Education, 27(1), 144-159.
  • Mather, N., & Urso, A. (2011). Assessment of Academic Achievement. In. S. Goldstein & J. Naglieri (Eds). Learning and Attention Disorders in Adolescence and Adulthood: A Comprehensive Guide for Practitioners (2nd ed., pp. 155-182). Hoboken, NJ: John Wiley and Sons.
  • Mather, N., & Urso, A. (2010). Learning Disabilities. In I. Weiner & E. Craighead, Corsini Encyclopedia of Psychology (pp. 919-921). (4th ed.). Hoboken, NJ: John Wiley and Sons.
  • Hale J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E, … Urso, A.,…Yalof, J. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disabilities Quarterly, 33, 223-235
  • Urso, A. (2008). Literacy instruction for English language learners. In N. Mather & S. Goldstein, Learning disabilities and challenging behaviors: A guide to intervention and classroom management. (2nd ed., pp. 310-312). Baltimore: Paul H. Brookes Publishing Co., Inc.
  • Mather, N., & Urso, A. (2007). Teaching Younger Readers with Reading Difficulties. In R. Morris & N. Mather (Eds.). Evidence-based Interventions for Students with Learning and Behavioral Challenges (pp. 163-192). Hillsdale, NJ: Lawrence Erlbaum.


  • Fellow, International Academy for Research in Learning Disabilities
  • President of the New York State Chapter of the Council for Exceptional Children
  • Member of the Livingston County Community Services Board
  • Chair, Developmental Disabilities Subcommittee, Livingston County Community Services Board
  • Editoral Board of Reading Psychology
  • Editorial Board of the International Journal for Research in Learning Disabilities
  • International Dyslexia Association
  • Council for Exceptional Children and Division of Learning Disabilities, Division of Research, Division of Diverse Exceptional Learners, and Division of Teacher Education
  • American Educational Research Association
  • Learning Disabilities Association
  • 2010-2012 Secretary, Division for Learning Disabilities, Council for Exceptional Children
My Classes

Sped 383:
Spec Ed Classroom Mgmt Skills

    View syllabus
    The skills and competencies needed in order to effectively manage the classroom behavior of students with disabilities will be covered. Techniques for arranging the classroom environment (e.g., scheduling, structuring, and designing environments) as well as techniques in operant learning will be presented. The focus will be on the principles of operant learning and the relationship between behavior and environmental events that facilitate learning. Includes field visit component. Prerequisites: CURR 213 and CURR 316.

Educ 560:

Sped 319:
Diversity&Inclusion in Classrm

    The focus of this course is on understanding students with disabilities and the effect of the disability on the teaching/learning process. Emphasis will be placed on selecting/modifying appropriate teaching strategies that are congruent with the child's development and cultural environment. Children with various types of disabilities or special needs will be examined including those who are gifted and talented, those with limited English proficiency, and those who are socioeconomically disadvantaged. Attention will be given to State Education Department regulations, various service delivery models, assistive technology, and working with administrators and ancillary personnel. Prerequisites: CURR 313 and CURR 317. Not offered on a regular basis

Sped 382:
Assmnt&Pres Tchg-Std w/Disabil

    This course has two components: assessment strategies and prescriptive teaching. Professionals working with persons with special needs may be prepared to identify assessment instruments and procedures that are appropriate, evaluate the adequacy of assessment instruments, and use the information from the assessment instruments for multiple purposes (e.g., estimating student performance, developing an educational plan, and determining placement). In addition, professionals in special education must be able to communicate the assessment information they collect in a manner that can be understood by other professionals, ancillary personnel, and parents. Fieldwork is a course component. Prerequisites: CURR 313, CURR 317, CURR 320, and SPED 383.