Michael Solis
Biographic Data
| ID | 5972682 |
|---|---|
| NAME | Michael Solis |
| GIVEN NAMES | Michael |
| FAMILY NAME | Solis |
| SIGNATURE | SOLIS M |
| AFFILIATIONS | University of California, Riverside |
| ORCID | 0000-0003-4818-549X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Science Instruction for Students With Learning Disabilities
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
National Survey of 4th and 5th Grade Science Education Teachers
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Response to intervention for high school students
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and read…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Response to intervention for high school students
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and read…
National Survey of 4th and 5th Grade Science Education Teachers
Elementary science education, particularly in the 4th and 5th grades, is essential for setting the foundation for lifelong science learning, fostering critical thinking, and preparing students for success in science, technology, engineering, and mathematics (STEM) fields. This stage is especially critical for students with disabilities, as achievement gaps between them and their peers emerge during elementary school. Despite this importance, litt…
Science Instruction for Students With Learning Disabilities
Elementary students with learning disabilities (LDs) often have limited opportunities to learn science, and little is known about how special educators engage in science instruction. This study drew on a nationally representative survey of elementary special education teachers to describe their roles, preparedness, time allocation, and perceived barriers. Most teachers reported minimal discipline-specific preparation and felt less prepared to tea…
Psychology (3 works) · Reading and Literacy Development (3 works) · Collaborative Teaching and Inclusion (2 works) · Comprehension (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Reading comprehension (2 works) · Science education (2 works) · Accountability (1 work)