Marie Tejero Hughes

Marie Tejero Hughes
University of Illinois at Chicago | UIC · Department of Special Education

PhD

About

75
Publications
49,967
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
2,277
Citations
Introduction
Marie Tejero Hughes is a Professor in Special Education at the University of Illinois at Chicago. She teaches graduate courses in literacy designed to assist general and special education teachers working in urban communities meet the needs of students struggling with reading and writing. Her primary areas of research include reading instruction, learning disabilities, and family involvement in education.
Additional affiliations
August 2001 - present
University of Illinois at Chicago
August 1995 - May 2001
University of Miami
Position
  • Research Assistant
Education
May 1995
University of Miami
Field of study
  • Reading and Learning Disabilities

Publications

Publications (75)
Article
Full-text available
Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets stu...
Article
Full-text available
The number of middle school students with learning disabilities (LD) taught social studies in general education classes continues to rise. Providing general education teachers with additional ways to support students with LD as they navigate social studies reading materials could help planning and teaching for all students. In middle school, when r...
Article
Full-text available
In this study we examined the perceptions of 16 Latino families regarding their views and experiences raising a child with special needs and their involvement in their child's schooling. Families talked about treating their child like a “normal child” regardless of the child's unique needs, but they also stated that their level of involvement was d...
Chapter
Full-text available
This chapter examines research and practices associated with preparing educators to teach literacy, a pivotal set of skills foundational to all learning, to students with disabilities who are diverse in their strengths, biographies, and experiences. It focuses on three components core to teachers' learning and development of skills about literacy i...
Article
Full-text available
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development projec...
Article
The implementation of effective practices to support students with disabilities requires strong leadership and understanding of the procedures to individualize educational programming. Thus, special education teacher leadership represents an important factor for facilitating the implementation of effective practices to support the education of stud...
Article
Full-text available
Play-based learning is an integral component of the early childhood classroom; however, little research has been conducted around how children with and without disabilities engage in play within an inclusive preschool setting during center time. The present investigation utilizes the Play Observation Scale and Test of Playfulness to descriptively c...
Article
Families play a critical role in supporting their children with autism spectrum disorder (ASD) and in advocating for their health and educational needs. However, many families around the world experience social, emotional, and financial difficulties, as well as challenges navigating various systems in search for the services and supports their chil...
Article
This study investigated the changes that occur in mothers’ language and interactions with their preschool-aged children who have language difficulties when a Spanish language-based intervention was provided within their homes. The intervention was provided using toys and routines that existed within their homes. Three Spanish speaking mothers of Me...
Article
Over 11 million students enter school speaking a language other than English. Due to their emerging English proficiency, many English Learners (ELs) struggle with English literacy, which impacts their overall achievement in school. However, there is evidence that ELs who have solid skills in their native language are able to apply their understandi...
Article
Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of pa...
Article
Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of pa...
Chapter
The implementation of effective inclusive school practices requires strong leadership and understanding of procedures, services, and programming for students with disabilities. While school administrators often provide instructional leadership, many do not have preparation in special education, undermining their ability to enact a schoolwide vision...
Article
School administrators are called upon to enact and maintain school-wide systems and programs that promote student safety and success. The positive behavioral interventions and supports (PBIS) framework is a popular school-wide approach for teaching, maintaining, and addressing student behavior through a three-tiered framework with the aim of reduci...
Article
The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school lea...
Article
We share our experiences and those of culturally diverse families who participated in math workshops. We tie our experiences with the importance of family engagement, in particular, viewing families as a resource to be tapped into. We do so, in hopes that other school personnel take on a similar venture.
Article
Full-text available
One of the lingering aspects of coloniality in the Americas is paternalism. In Latin America, this power structure plays out among people with autism spectrum disorder (ASD) through beliefs that people with disabilities need to be protected and guarded at home, and that they are unable to learn and function in society. We developed a program to emp...
Article
Full-text available
The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic...
Article
Purpose Positive experiences in early intervention are vital for families to feel supported when addressing the speech and language needs of their children. However, when a speech-language pathologist (SLP) provides home-based services, Latino families may either embrace them or find them intrusive. How families view these services may differ based...
Article
Full-text available
Despite multi-tiered systems of support (MTSS) being implemented for over a decade in the United States, practitioners are continuously challenged with implementing the framework to meet the needs of their students. This qualitative study aimed to examine the perspectives of educators in high-need urban schools regarding the implementation of acade...
Article
Full-text available
Family engagement has long been evidenced to contribute to successful educational outcomes. In this qualitative study, we examined the language and literacy perspectives of Latino families of young children. A total of 17 participants who each represented a Latino family from a large urban city participated in focus group interviews. Interviews wer...
Book
http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118786971.html
Article
Full-text available
This study examined students' ability to improve their reading comprehension through WebQuests that included instruction on story maps and online story reading. Seven students with learning disabilities at the middle school level participated in the study. During each session, on their own computer students independently read a story, reviewed stor...
Article
Full-text available
Learning to read affords individuals with intellectual disabilities (ID) a means to function in a literate society. However, one of the most overwhelming challenges for children with ID to accomplish is learning how to read independently. In this study a three-step decoding strategy was used with a constant time delay procedure to teach word readin...
Article
Full-text available
Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this stu...
Article
Full-text available
State funded preschool programs in the United States (US) increased substantially in the recent years, often times without evaluating how effective the programs are at meeting the needs of all children, including children with special needs. This study sought to investigate how families, teachers, and principals perceived how state funded preschool...
Article
Full-text available
The majority of students with learning disabilities receive science instruction in general education classrooms; however, little is known about the academic outcomes of these students. This study examined the knowledge gained by students in middle school inclusive science classrooms. Findings revealed that students with learning disabilities gained...
Article
Full-text available
Poetry is a genre that supports all aspects of literacy, and it is the first to which most children are exposed through motherly lullabies. Yet, while many studies have been conducted on prose comprehension, there is little empirical research on poetry comprehension, and none published on the specific strategies elementary students with learning di...
Article
Full-text available
Programs and services designed to meet the needs of young children with disabilities haveincreased substantially in recent years, often times without evaluating how effective the programs and services are at meeting the needs of children and families. This study sought toinvestigate how principals, teachers, and parents perceived how Early Childhoo...
Article
Full-text available
Comprehension is a crucial academic skill that is necessary for independent living. Unfortunately many children with autism often exhibit difficulties being able to interpret and comprehend written language. There is limited research on effective comprehension practices to enhance the comprehension development of children with autism. Therefore, th...
Article
Full-text available
Reading comprehension is a crucial skill for academic success of all students. Very often, students with learning disabilities struggle with reading skills and since students learn new information in school by reading; these difficulties often increase the academic struggles students with learning disabilities face. The current study examined wheth...
Article
Full-text available
This literature review synthesizes the effects of computer-assisted instruction to enhance the reading comprehension of students with disabilities and struggling readers from 1985–2009. First, it addresses research that investigates the impact on comprehension when students are presented with computerized versus printed reading material. Second, it...
Article
Full-text available
With the majority of students with learning disabilities (LD) having difficulties in reading, teachers at all grade levels need to incorporate comprehension strategies into their instruction to explicitly teach students with LD how to use the strategies to enhance their comprehension. One way for teachers to support students' comprehension of narra...
Article
Full-text available
A multimedia module, Transitioning to Special Education Teaching, was produced as a resource for new teachers. The module contains a number of artifacts from urban special educators teaching in diverse classrooms with a range of student abilities and ages. Preservice and new special educators can access materials online, see materials that represen...
Article
Full-text available
The authors examine a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Fift...
Article
Full-text available
To support teachers with their classroom responsibilities, schools have increasingly turned to paraprofessionals for assistance, with the largest numbers of paraprofessionals employed in the field of special education. Owing to this important role that paraprofessionals now perform in the education of children with disabilities in the USA, we set o...
Article
Full-text available
This qualitative study explored mothers' perceptions of their children's communication disabilities, emergent literacy development, and speech-language therapy programs. Participants were 14 Mexican immigrant mothers and their children (age 17-47 months) who were receiving center-based services from an early childhood intervention program, located...
Article
Full-text available
The purpose of this study was to determine what instructional practices that enhance outcomes for diverse learners do kindergarten teachers see as desirable and feasible to implement and which do they report implementing in their general education classroom. Ninety-five kindergarten teachers were asked about their perceptions and use of instruction...
Article
Full-text available
Focus groups with teachers of students with learning disabilities (n = 30) and teachers of students with emotional/behavior disorders (n = 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful. The study further addressed the ways in which new practi...
Article
Full-text available
The present study extends 8 years of previous research using Collaborative Strategic Reading (CSR), a set of comprehension strategies designed to improve understanding of expository text. We examined teachers' year long implementation of CSR. Five intervention and five control teachers from five schools participated along with their students. Inter...
Article
Full-text available
This synthesis reviewed the findings of 13 intervention studies, published between 1975 and June 1999, that examined the effects of manipulation of toys or group composition on social behaviors of 3- to 5-year-old children with disabilities. The purpose, participants, intervention, measurement, and findings of each study are described. An analysis...
Article
Full-text available
This study synthesizes the findings of social skills interventions conducted with 3- to 5-year-old children with disabilities between 1975 and June of 1999. An extensive search of the professional literature yielded a total of 23 group-design intervention studies that met criteria for inclusion in the synthesis. The synthesis provides a description...
Article
This study examined the perceptions and practices of certified preschool teachers and children regarding play. A sample of 102 Pre‐Kindergarten regular (Pre‐K regular) teachers and 61 Pre‐Kindergarten with disabilities (Pre‐K with disabilities) teachers in an urban school district were surveyed. A sub‐group of 46 teachers and 72 4‐year‐old children...
Article
Full-text available
The goal of the study was to develop a better understanding of how Latino families with children with disabilities perceive their child's special education program and their involvement in school. Participants were families of children with disabilities attending a predominately Latino elementary school in a large, urban school district. Forty-four...
Article
Full-text available
We investigated what had transpired in two elementary schools four years after we first began supporting one of the schools' efforts to restructure its special education program and three years after we provided a year-long professional development program to eight elementary and special education teachers. We had continued providing ongoing inform...
Article
Full-text available
Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one...
Article
Full-text available
This paper discusses what brings students to university academic centers, students' satisfaction with the quality of services, staff and tutors, and recommendations for improvement.
Article
Full-text available
A meta-analysis of supplemental, adult-instructed one-to-one reading interventions for elementary students at risk for reading failure was conducted. Reading outcomes for 42 samples of students ( N = 1,539) investigated in 29 studies reported between 1975 and 1998 had a mean weighted effect size of 0.41 when compared with controls. Interventions th...
Article
Recent advances in research on best practices for educating students with disabilities have improved the knowledge base about these practices. However, there remains a significant gap between the knowledge we have about these best practices, and the extent to which it has been implemented. Tivo common and simple explanations for this complex proble...
Article
Full-text available
Examined the reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings. The study was a follow-up of an observational study done 2 yrs previously (S. Vaughn et al., 1998). Six teachers of 59 students, 55 of whom were identified as having LD, participated in the study. Results indica...
Article
Full-text available
As part of a statewide pilot program, Florida schools are implementing instructional delivery systems to mainstream more students with disabilities and develop more special/general educator partnerships. Effective coteaching models have common planning time, flexibility, risk-taking, defined roles and responsibilities, compatibility, communication...
Article
Full-text available
This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic...
Article
Full-text available
The purpose of this study was to examine a broad spectrum of college students' understanding of reading to determine whether a distinct difference exists in this understanding between “underprepared” or “at-risk” students and other college students. The 102 college students fell into three groups: students enrolled in a community college skills-bas...
Article
Full-text available
The purpose of this study was to investigate Hispanic parents' perceptions and practices with respect to home reading and writing activities. Participants included 80 Hispanic parents(40 parents of children with LD and 40 parents of AHA children) who had children in grades 3 through 5. Interview and survey questions addressed three issues: types of...
Article
Full-text available
This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type...
Article
Full-text available
This meta-analytic review investigated the relationship between reading outcomes for students with disabilities (learning disabilities, behavior disorders) and the grouping formats (student pairs, small groups, combinations of different formats) used during their reading instruction. Twenty studies produced between 1975 and 1995 met criteria for in...
Article
Full-text available
A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The two schools had recently restructured their special education program to include students with LD in the gener...
Article
Full-text available
Social outcomes of students who participated in two different educational settings designed to provide special services for students with learning disabilities (LD) placed full-time within the general education classroom were examined. Participants were 185 third-through sixth-grade students: 59 students with LD, 72 low to average achieving, and 54...
Article
Full-text available
The purpose of this article is to describe what was learned about teachers' perceptions and practices related to inclusion programs for students with learning disabilities. A series of studies was conducted over a six year period in which numerous general and special education teachers were surveyed, interviewed, and observed to understanding how i...
Article
Full-text available
A series of investigations conducted over a 3-year period to determine the plan­ning and instructional practices needed to assure successful inclusion of students with high-incidence disabilities in general education classrooms are summarized. Findings indicate that both general and special education teachers need professional develop­ment to prepa...

Network

Cited By

Projects

Projects (4)
Archived project
Archived project
Archived project