番茄社区

Rose Vukovic

Rose Vukovic
Position
Professor and Chair of EPLS
Status

On leave

Contact
Area of expertise

Educational Psychology (Special Education)

  • Learning disabilities
  • Math difficulties and development
  • Social-ecological and social-cognitive underpinnings of learning
  • Disability advocacy and justice
  • Ghanaian women’s leadership in education
  • Disrupting oppressive practices in education
As an educational psychologist with training in special education, school psychology, and health promotion, my lens is interdisciplinary, ecological, and community-engaged. Through my program of research I seek to transform the policies and practices that impact the experiences of marginalized communities across educational contexts. The primary focus of my scholarship has been on broadening the lens by which education practitioners understand marginalized populations, especially students with disabilities. I am currently leading a project examining how social-cognitive processes such as identity, stereotype vulnerability, and math anxiety might underlie the learning trajectories in academically vulnerable students. In another project, I am working with undergraduate students with disabilities to explore how a strength-based lens can transform the policies that impact students with disabilities on college campuses. My secondary research focus investigates how a strength-based leadership program impacts the leadership outcomes of women in education in Ghana.

* denotes undergraduate student; † denotes graduate student

Casanova, S., Vukovic, R., & Kieffer, M. J. (2021). Do girls pay an unequal price? Black and Latina girls’ math attitudes, math anxiety, and math achievement. Journal of Applied Developmental Psychology, 73. doi:

†Kiss, A.J. & Vukovic, R. (2021). Exploring educational engagement for parents with math anxiety. Psychology in the Schools, 58, 364-376. doi:10.1002/pits.22451

†Kiss, A.J. & Vukovic, R. (2017). Math anxiety and attitudes toward mathematics: Implications for students with mathematics learning disabilities.Perspectives on Language and Literacy, 43(1), 35-39.

Vukovic, R. K., Fuchs, L. S., Geary, D. C., Jordan, N. C., Siegler, R. S., & Gersten, R.  (2014). Sources of individual differences in children’s conceptual understanding of fractions.  Child Development, 85, 1461-1476.  doi: 10.1111/cdev.12218

Kieffer, M. J., Vukovic, R. K., & Berry, D. (2013). Direct and indirect roles of executive functioning in reading comprehension for students in urban fourth grade classrooms. Reading Research Quarterly, 48, 333-348. doi: 10.1002/rrq.54

*Harari, R. R., Vukovic, R. K., & †Bailey, S. (2013). Mathematics anxiety in young children: An exploratory study.  Journal of Experimental Education, 81, 538-555.  doi: 10.1080/00220973.2012.727888 

Note: the first two authors contributed equally to this publication and are listed in alphabetical order.

Kieffer, M. J. & Vukovic, R. K. (2013). Growth in reading-related skills of language minority learners and their classmates: More evidence for early identification and intervention. Reading and Writing, 26(7), 1159-1194. 

Vukovic, R. K., Kieffer, M. J., †Bailey, S. P., & *Harari, R. R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance.  Contemporary Educational Psychology, 38, 1-10.  doi: 10.1016/j.cedpsych.2012.09.001

Vukovic, R. K. & Lesaux, N. K. (2013). The language of mathematics: Investigating the ways language counts for children’s mathematical development.  Journal of Experimental Child Psychology, 115, 227-244.  doi.org/10.1016/j.jecp.2013.02.002

Vukovic, R. K., & Lesaux, N. K. (2013). The relationship between linguistic skills and arithmetic knowledge. Learning and Individual Differences, 23, 87-91. doi: 10.1016/j.lindif.2012.10.007

Vukovic, R. K., *Roberts, S. O., & Green Wright, L. (2013). From parental involvement to children’s mathematical performance: The role of mathematics anxiety. Early Education and Development, 24, 446-467. doi: 10.1080/10409289.2012.693430

Fuchs, L. S., Compton, D. L., Fuchs, D., Powell, S. R., Schumacher, R. F., Hamlett, C. L., Namkung, J. M., & Vukovic, R. K. (2012). Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic cognition. Developmental Psychology, 48(5), 1315-1326. doi: 10.1037/a0027475

Kieffer, M. J., & Vukovic, R. K. (2012). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities, 45 (5), 433-452.  doi:  10.1177/0022219411432683

Vukovic, R. K. (2012). Mathematics difficulty with and without reading difficulty: Findings and implications from a four-year longitudinal study.Exceptional Children, 78(3), 280-300.

Vukovic, R. K., Lesaux, N. K., & Siegel, L. S. (2010). The mathematics skills of children with reading difficulties. Learning and Individual Differences, 20(6), 639-643. doi: 10.1016/j.lindif.2010.08.004

Vukovic, R. K., & Siegel, L. S. (2010). Academic and cognitive characteristics of persistent mathematics difficulty from first through fourth grade.Learning Disabilities Research & Practice, 25(1), 25-38. doi: 10.1111/j.1540-5826.2009.00298.x

Lesaux, N. K., Vukovic, R. K., Hertzman, C., & Siegel, L. S. (2007). Context matters: The interrelatedness of early literacy skills, developmental health, and community demographics.  Early Education and Development, 18(3), 497-518. doi: 10.1080/10409280701610861

Vukovic, R. K., & Siegel, L. S. (2006). The double deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39(1), 25-47. doi: 10.1177/00222194060390010401

Lipka, O., Siegel, L. S., & Vukovic, R. K. (2005). The literacy skills of English language learners in Canada. Learning Disabilities Research and Practice, 20(1), 39-49. doi: 10.1111/j.1540-5826.2005.00119.x

Vukovic, R. K., Wilson, A.M., & Nash, K. K. (2004). Naming speed deficits in adults with reading disabilities: A test of the double-deficit hypothesis. Journal of Learning Disabilities, 37(5), 440-450. doi: 10.1177/00222194040370050601