Radhika Misquitta
Biographic Data
| ID | 6689102 |
|---|---|
| NAME | Radhika Misquitta |
| GIVEN NAMES | Radhika |
| FAMILY NAME | Misquitta |
| SIGNATURE | MISQUITTA R |
| AFFILIATIONS | The Gateway School of Mumbai |
| ORCID | 0000-0002-2358-1392 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers
This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for th…
Teacher evaluation of the Fable literacy application in the Indian context
Fluency Assessment for Benchmarking in Literacy education (FABLe) is the first curriculum-based measurement (CBM) application being developed for the Indian context. It is designed for use in elementary grades, but has presently been validated for Grade 3 only. As a precursor to developing more measures and validating it across grade levels, the purpose of the current study is to assess the implementation of the application in a school environmen…
Examining the technical adequacy and efficacy of Fable to identify students at-risk for reading difficulties in India
Establishing preliminary reading fluency benchmarks for Grade 3 students in India
Background The National Education Policy of India in 2020 indicated a goal that all children will achieve foundational literacy by Grade 3 by 2025. In line with this, the Indian government sets a target of 30 to 35 correct words per minute (cwpm) at Grade 3. However, there are no supporting data for reading fluency targets in the Indian reading literature. Similarly, international benchmarks are used in India, but there are no data examining thei…
Professional development for inclusive education
This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of…
Professional development for inclusive education
This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of…
Establishing preliminary reading fluency benchmarks for Grade 3 students in India
Background The National Education Policy of India in 2020 indicated a goal that all children will achieve foundational literacy by Grade 3 by 2025. In line with this, the Indian government sets a target of 30 to 35 correct words per minute (cwpm) at Grade 3. However, there are no supporting data for reading fluency targets in the Indian reading literature. Similarly, international benchmarks are used in India, but there are no data examining thei…
Professional development for inclusive education
This paper presents outcomes from a professional development programme (PDP) in India designed to support inclusion of students with disabilities. 107 practising teachers including general educators, special educators, school leaders, and counsellors, among others participated in a six-month PDP. The programme focused on equipping teachers with Universal Design for Learning (UDL) practices tailored towards the Indian context. The PDP consisted of…
Examining the technical adequacy and efficacy of Fable to identify students at-risk for reading difficulties in India
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers
This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for th…
Teacher evaluation of the Fable literacy application in the Indian context
Fluency Assessment for Benchmarking in Literacy education (FABLe) is the first curriculum-based measurement (CBM) application being developed for the Indian context. It is designed for use in elementary grades, but has presently been validated for Grade 3 only. As a precursor to developing more measures and validating it across grade levels, the purpose of the current study is to assess the implementation of the application in a school environmen…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Reading and Literacy Development (4 works) · Computer Science (3 works) · Fable (3 works) · Linguistics (3 works) · Literacy (3 works) · Benchmarking (2 works) · Curriculum (2 works)