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Annmarie Urso, Ph.D.

Associate Professor
South Hall 228C
585-245-5468
urso@geneseo.edu

Dr. Urso, a recipient of the SUNY Chancellor's Award for Excellence in Faculty Service (2019), has been a member of the Geneseo faculty since 2008. Dr. Urso is a Past President of the New York State Council for Exceptional Children, President-elect 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 Epsilon Tau Chapter, and the chairperson of the Livingston County Community Services Board Developmental Disabilities Subcommittee.  Dr. Urso set up the Bogazici University Faculty and Student Exchange Program and coordinates the TESOL sequence. She is the recipient of over $1 million dollars in local, regional, and state funding to support projects in the local schools and community, as well as to conduct research.  Dr. Urso represents institutions 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 expert in assessment and intervention for individuals with learning disabilities, with a speciality in dyslexia. She teaches coursework at both the graduate and the undergraduate level.

 

Office Hours

Fall 2020

T/R: 1:00-2:30 via zoom. Please email for an appointment.

Additional hours also available by appointment

Curriculum Vitae

Education

  • Ph.D., University of Arizona

  • M.S.Ed., SUNY College at Oneonta

  • B.S., College of St. Rose, Albany NY

Employment

  • University of Arizona

  • Arizona State University

Affiliations

  • 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 Disabilities

  • Member and Past Chair Developmental Disabilities Subcommittee, Livingston County Community Services Board

  • Editorial Board of Reading Psychology

  • Editorial Board of the International Journal for Research in Learning Disabilities

  • Editorial Board of Learning Disabilities, A Multidisciplinary Journal

  • International Dyslexia Association, Member and Accreditation Reviewer

  • Council for Exceptional Children, Member and Accreditation Reviewer. Subdivision membership: 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

Publications

  • *Urso, A., **Riccomini, P.J., & Hamlin, D. (2020, January). Scaffolding instruction for all students: A resource guide for mathematics – Grade 8. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator **Primary Author

  • *Urso, A., **Riccomini, P.J., & Hamlin, D. (2020, January). Scaffolding instruction for all students: A resource guide for mathematics – Grade 7. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator **Primary Author

  • •*Urso, A., **Riccomini, P.J., & Hamlin, D. (2020, January). Scaffolding instruction for all students: A resource guide for mathematics – Grade 6. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator **Primary Author

  • *Urso, A., **Berlinghoff, D., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for English Language Arts– Grade 3. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator & Co-author, **Primary Author

  • *Urso, A., **Berlinghoff, D., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for English Language Arts– Grade 4. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-

  • *Urso, A., **Berlinghoff, D., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for English Language Arts– Grade 5. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator & Co-author, **Primary Author

  • *Urso, A., **Keegan, K., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for English Language Arts– Grade 6. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator **Primary Author

  • *Urso, A., **Keegan, K., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for English Language Arts– Grade 7. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator **Primary Author

  • *Urso, A., **Keegan, K., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for English Language Arts– Grade 8. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator **Primary Author

  • *Urso, A., **Riccomini, P.J., **Berlinghoff, D., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for Mathematics– Grade 3. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator & Co-Author **Co-Authors

  • *Urso, A., **Riccomini, P.J., **Berlinghoff, D., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for Mathematics– Grade 4. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator & Co-Author **Co-Authors

  • *Urso, A., **Riccomini, P.J., **Berlinghoff, D., & Hamlin, D. (2019, September). Scaffolding instruction for all students: A resource guide for Mathematics– Grade 5. The University of the State of New York State Education Department Office of Curriculum and Instruction and Office of Special Education. Retrieved from: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction… *Principal Investigator & Co-Author **Co-Authors

  • 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.

More About Me

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.

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 investigator, 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.
 

Media

Additional Information

Useful Academic Websites I use in my courses:

CLASSES TAUGHT

I teach a variety of courses at the undergraduate and graduate level across the following programs: Childhood Special Education/Childhood Education, Early Childhood Education/Childhood Education, and Literacy.  I teach electives in Dyslexia Methodology, Reading and Spelling Instruction for Struggling Early Learners, Educating Medically Fragile Children, and TESOL.   

 

Classes

  • EDUC 326: Classroom Mgmt in Elem School

    This course provides knowledge of different approaches to establishing and maintaining well-managed classrooms as well as understanding of the core values underlying different approaches. Through case analysis, role playing, cooperative learning, use of technology, and simulated practice, students will learn how to apply principles of classroom management to actual teaching situations. Students also will learn how to organize a learning environment that minimizes management problems, how to avoid or overcome communication roadblocks, and how to respond to persistent, difficult behaviors. Prerequisites: CURR 313 and CURR 317. Offered when demand is sufficient

  • EDUC 604: Educational Resrch Methodology

    Recognizing the need for instruction in the statistical tools used in the field of education, students are introduced to various statistical methods and to the rationale for their use. Research methods, research designs, and sampling techniques will be introduced. Research knowledge and statistics will be applied to a research proposal which includes major components such as identification of a research problem, purpose of the study, review of the related literature, statement of hypothesis, description of sample, selection or construction of measuring devices, collection of data, identification of appropriate statistics, and a plan for possible implementation. Offered: every semester

  • SPED 382: Assmnt&PresTchg-Stdw/Disab-Act

    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.

  • SPED 382: Assmnt&PresTchg-Stdw/Disab-Lec

    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.