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Michael Pressley Award for a Promising Scholar in the Education Field

Annual Dissertation Award, Council for Exceptional Children, Division of Learning Disabilities

Neag School of Education Early Career Scholar Award

Outstanding Researcher Award, Council of Learning Disabilities

Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education?

Students with Disabilities in the Community College Professional Literature: A Systematic Review

Literature on postsecondary disability services: A call for research guidelines.

Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff.

Direct training to increase agreement between teachers’ and observers’ treatment integrity ratings

Adolescent Literacy: Strategies for Content Comprehension in Inclusive Classroom

Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning

Dr. Faggella-Luby is a Professor of Special Education and Director of the Alice Neeley Special Education Research and Service (ANSERS) Institute.

Dr. Faggella-Luby teaches courses related to preparing educators to evaluate, select, plan, and implement research-based methods and instructional materials for teaching students with and without disabilities who are at risk for failure. His scholarly interests focus on learning disabilities, literacy, reading education, special education, diverse learning needs, instructional design, secondary education, and school reform. He has written publications related to cognitive learning strategies, response-to-intervention (RtI)/scientifically research-based instruction (SRBI), self-determination, literacy, and urban school reform.

Dr. Faggella-Luby’s primary research interest focuses on embedding instruction in learning strategies into subject-area courses to improve reading comprehension for all levels of learners. He received the 2006 Outstanding Researcher Award from the Council for Learning Disabilities and the 2007 Annual Dissertation Award from CEC’s Division of Learning Disabilities for his dissertation study Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Secondary Classes for Diverse Learners.

Before joining the faculty at TCU, he was an Associate Professor at the University of Connecticut, including positions as research scientist at the Center for Behavioral Education and Research (CBER) and associate research scholar at the Center on Postsecondary Education and Disability (CPED).  Dr. Faggella-Luby was a doctoral fellow at the University of Kansas Center for Research on Learning under the direction of Drs. Donald Deshler and Jean Schumaker. Dr. Faggella-Luby is a former high school administrator and teacher of both English and Chemistry.

To see a full list of Dr. Faggella-Luby’s publications, teaching, service, and other achievements, you may view his TCU Vita.

Implementation of Specific Evidence-based Pedagogies and Interventions

Identification of Critical Systemic Variables Associated with School Reform and Intervention Implementation

Secondary and Post-Secondary Education

Learning Disabilities

A Systematic Review of Assessment Tools for Higher Ed and Disability

Researches Special Education and Prepares Teachers to Work with Kids who have Learning Differences

Special Education

Literacy

Instructional Methods

Investigation of Components of Reading Comprehension Instruction Associated with the Burgeoning Field of Adolescent Literacy

Texas Christian University Profile

Alliance for Catholic Education Profile

Paul H. Brookes Publishing Co. Profile

ResearchGate Citations

Google Scholar Citations

Directed Analytics Earns NSF Award For Research And Development

And the Finalists Are … Recognizing TCU’s Best

Study examines the impact of transition to online learning on students with disabilities

Decade after ‘P.J.’ settlement, special education debate rages in Connecticut

Professor

Illuminating the Literacy Pathway Applying the Science of Teaching Reading for All - Dr. Michael Faggella-Luby

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