Faculty

Rose Vukovic

Assistant Professor of Special Education

Rose Vukovic

Phone: 212-998-5205
Email:

Rose Vukovic studies sources of children's academic achievement difficulties at the child, school, and community levels in order to guide early identification, early intervention, and instructional practice for children who are at-risk for learning difficulties. Such children include those with learning disabilities, children from low socioeconomic backgrounds, children from language minority backgrounds, and children in urban schools. Vukovic's principal research examines the early cognitive and academic indicators of math difficulties and how math difficulties develop in children. Vukovic also studies how factors at the school and community levels interact with children's development (i.e., cognitive, physical, social development) to influence academic achievement.


Degrees Held

  • PhD University of British Columbia 2006
    Special Education & School Psychology

Awards

  • 2011 : Steinhardt Undergraduate Student Government, Award for Outstanding Mentorship (voted by students)
  • 2009 : NYU Chapter of Phi Delta Kappa Outstanding Research in Children's Academic Difficulties
  • 2008 : College of New Caledonia Outstanding Woman Alumni
  • 2007 : New York University Challenge Fund Program
  • 2007 : Steinhardt School of Culture, Education, and Human Development Research Challenge Grant
  • 2004 : Canadian Graduate Scholarship, Social Sciences and Humanities Research Council of Canada
  • 2004 : Lower Mainland Council of the International Reading Association Harold Covell Memorial Scholarship
  • 2003 : Graduate Student Fellowship, Canadian Institutes of Health Research Partnering in Community Health Research Programme
  • 2002 : Graduate Fellowship, University of British Columbia
  • 2000 : Brookes Prize in Psychology

Selected Publications

  • Vukovic, R. K., Roberts, S. O., & Greene Wright, L. (in press). From parental involvement to children’s mathematical performance: The role of mathematics anxiety. Early Education and Development.
  • Fuchs, L. S., Compton, D. L., Fuchs, D., Powell, S. R., Schumacher, R. F., Hamlett, C. L., Namkung, J. M., & Vukovic, R. K. (in press). Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic cognition. Developmental Psychology.
  • Kieffer, M. J. & Vukovic, R. K. (in press). Components and context: Exploring sources of reading difficulties for language minority learners and native English speakers in urban schools. Journal of Learning Disabilities.
  • 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, 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, 497-518. doi: 10.1080/10409280701610861
  • Vukovic, R. K., & Siegel, L. S. (2006). The double deficit hypothesis: A comprehensive review of the evidence. Journal of Learning Disabilities, 39, 25-47. doi: 10.1177/00222194060390010401
  • Vukovic, R. K., & Siegel, L. S. (2006). The role of working memory in specific reading comprehension difficulties. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory and neurodevelopmental disorders (pp. 89-112). New York: Psychology Press.
  • Lipka, O., Siegel, L. S., & Vukovic, R. K. (2005). The literacy skills of English language learners in Canada: Lessons from research. Learning Disabilities Research and Practice, 20, 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, 440-450. doi: 10.1177/00222194040370050601

Courses

  • Assessment and Instructional Strategies for Students with Mild-to-Moderate Disabilities (graduate) 
  • Dissertation Proposal Seminar (doctoral) 
  • Education of Students with Disabilities in Childhood Settings (graduate)
  • Foundations of Special Education (undergraduate) 
  • Proseminar for Doctoral Students in Teaching and Learning (doctoral)
  • Psychological Foundations of Learning Disabilities (graduate)

Research Interests

  • Learning Disorders
  • Academic Achievement
  • Cognitive Development
  • Child Development
  • Cognitive and Academic Assessment
  • Early Identification, Intervention, Prevention
  • At-Risk Learners