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Margo A. Mastropieri

Margo A. Mastropieri

D-Index & Metrics

Psychology

D-Index
71
Citations
23828
World Ranking
2135
National Ranking
1244

Overview

Margo A. Mastropieri is affiliated with George Mason University in the United States. Their research primarily focuses on areas within psychology and social sciences, with particular attention to developmental and educational psychology as well as education more broadly.

The main topics covered in Mastropieri's work include:

  • Writing and Handwriting Education
  • Reading and Literacy Development
  • Innovative Teaching and Learning Methods

Mastropieri has contributed to the field through research publications, including a notable paper titled Technology-mediated writing: It's not how much, but the thought that counts, published in 2021 in the journal E-Learning and Digital Media. This paper has accumulated several citations and highlights aspects of technology usage in writing education.

Frequent collaborators in Mastropieri's research include:

  • Kelley Regan
  • Anya S. Evmenova
  • Melissa Hughes
  • Maria P Rybicki-Newman
  • Boris Gafurov

Mastropieri's publication record is associated mainly with the venue E-Learning and Digital Media, which reflects an interest in digital and technological aspects of education.

Best Publications

  • Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis:

    Thomas E. Scruggs;Margo A. Mastropieri

  • Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

    Thomas E. Scruggs;Margo A. Mastropieri;Kimberly A. McDuffie

  • The Inclusive Classroom: Strategies for Effective Differentiated Instruction

    Margo A. Mastropieri;Thomas E. Scruggs

  • The Quantitative Synthesis of Single-Subject Research Methodology and Validation

    Thomas E. Scruggs;Margo A. Mastropieri;Glendon Casto

  • Summarizing Single-Subject Research Issues and Applications

    Thomas E. Scruggs;Margo A. Mastropieri

  • Case Studies in Co-Teaching in the Content Areas: Successes, Failures, and Challenges

    Margo A. Mastropieri;Thomas E. Scruggs;Janet Graetz;Jennifer Norland

  • The Efficacy of Early Intervention Programs: A Meta-Analysis

    Glendon Casto;Margo A. Mastropieri

  • The Inclusive Classroom: Strategies for Effective Instruction

    Margo A. Mastropieri;Thomas E. Scruggs

  • Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

    Margo A. Mastropieri;Thomas E. Scruggs

  • Reading Comprehension Instruction for Secondary Students: Challenges for Struggling Students and Teachers

    Margo A. Mastropieri;Thomas E. Scruggs;Janet E. Graetz

  • Promoting Inclusion in Secondary Classrooms

    Margo A. Mastropieri;Thomas E. Scruggs

  • Effective Instruction for Special Education

    Margo A. Mastropieri;Thomas E. Scruggs

  • Differentiated Curriculum Enhancement in Inclusive Middle School Science: Effects on Classroom and High-Stakes Tests.

    Margo A. Mastropieri;Thomas E. Scruggs;Jennifer J. Norland;Sheri Berkeley

  • How to Summarize Single-Participant Research: Ideas and Applications

    Thomas E. Scruggs;Margo A. Mastropieri

  • ON BABIES AND BATHWATER: ADDRESSING THE PROBLEMS OF IDENTIFICATION OF LEARNING DISABILITIES

    Thomas E. Scruggs;Margo A. Mastropieri

  • Early Intervention for Children with Conduct Disorders: A Quantitative Synthesis of Single-Subject Research.

    Thomas E. Scruggs;Margo A. Mastropieri;Stephen B. Cook;Colette Escobar

  • Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

    Linda Duncan Malone;Margo A. Mastropieri

  • Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis:

    Sheri Berkeley;Thomas E. Scruggs;Margo A. Mastropieri

  • PND at 25 Past, Present, and Future Trends in Summarizing Single-Subject Research

    Thomas E. Scruggs;Margo A. Mastropieri

  • Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions:

    Kimberly A. McDuffie;Margo A. Mastropieri;Thomas E. Scruggs

Frequent Co-Authors

Thomas E. Scruggs
Thomas E. Scruggs George Mason University
Joel R. Levin
Joel R. Levin University of Arizona
Steven R. Forness
Steven R. Forness University of California, Los Angeles
Kenneth A. Kavale
Kenneth A. Kavale Regent University
Donald Guthrie
Donald Guthrie University of California, Los Angeles
Cesare Cornoldi
Cesare Cornoldi University of Padua

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