Office Hours Fall 2015:

Tuesdays, 12-2pm.
Thursdays, 12-1pm.

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. Dr. Urso is the President of the New York State Council for Exceptional Children, Publications Chair for the International Academy for Research in Learning Disabilities, Project Director of the Soaring Stars Program at SUNY Geneseo, 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. Dr. Urso represents insititutions of higher education on the New York State Commissioner of Education's Advisory Panel on Special Education and is the chair of the Livingston County Community Service Board's Developmental Disabilities subcommittee. 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.

New York State Education Department RFP# SA-16, Scaffolding for Students with Disabilities in NYS's P-12 ELA and Math Common Core Curriculum

As principal invesitgator, Dr. Urso and a team of Co-PIs were awarded the RFP in the amount of $383,052. Co-PIs include Dr. Paul Riccomini, Penn State and Dr. Dawn Hamlin, SUNY Oneonta.  A major subcontractor of the RFP is Dr. Dee Berlinghoff, Mount Saint Mary’s College.

Abstract: A team of experts in educating students with disabilities, common core learning standards, instructional design, and professional development will design effective scaffolds across the common core ELA (grades 3-8) and  Math (P-12) modules. Through the implementation of research-based methodologies on explicit instruction for students with disabilities, the vendor will collate and scaffold a developmentally appropriate set of iterative strategies that enable teachers to remove barriers to the curriculum, provide efficient and explicit, research-based instruction, and support the independent mastery of skills.


(2015, September 11). Soaring Stars summer camp grows avid young learners. The Livingston County News.

Murphy, J. (2014, December 20). Geneseo professor leads learning effort. Rochester Democrat and Chronicle, pp. A19.

Leader, M. (2014, September 9). Summer program helps students soar. The Livingston County News.

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).





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. & *Blair, E. (2015). Intertwining technology and ELA Common Core Learning Standards: Increasing access and opportunity. Exceptional Individual, 37(2), 9-14. * Emma Blair is an undergraduate student in the School of Education at SUNY Geneseo.
  • 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
  • Past-President of the New York State Chapter of the Council for Exceptional Children
  • Member of the Livingston County Community Services Board
  • Publications Chair, International Academy for Research in Learning Disabilitiles
  • 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
Spring 2016 Classes

CURR 624:
Pedagogy&Instruction for TESOL

    This course examines historical and theoretical perspectives in the field of TESOL and describes contemporary instructional models and approaches for English Language Learners. This course focuses on
    methods, materials, and technology to meet the needs of English Language Learners of all backgrounds and teach proficiencies to communicate information, ideas, and concepts necessary for academic success in the area of language arts. Additionally, this course will emphasize planning, implementation, and content instruction that is authentic and collaborative in nature. Prerequisite: EDUC 521. Corequisite: EDUC 548. Offered Spring semester and offered Summer
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SPED 383:
Spec Ed Classroom Mgmt Skills

    View course details / 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., schedu
    ling, 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.
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