Steph Spadorcia Levesque

Associate Professor

Stephanie Spadorcia Levesque

Stephanie Spadorcia'sĀ research and teaching focuses on literacy instruction for students across the disability continuum; assessment of reading and writing; and using technology to support literacy instruction. She has published articles and book chapters, and presents nationally. She is a researcher with the Center for Literacy and Disability Studies at UNC at Chapel Hill, conducting research and development on literacy instruction for students with disabilities. She does work in schools in providing literacy instruction for all students, and the role of assessment in a literacy program.

Education

BS, Lesley College
M.Ed., University of North Carolina at Chapel Hill
PhD, University of North Carolina at Chapel Hill

Selected Publications

Allan, K. K., McMackin, M., Dawes, E. Thulin, & Spadorcia, S. A. (2009). Learning to Write with Purpose: Effective Instruction in Grades 4-8. Guilford Publications, Inc.

Erickson, K. A., Clendon, S. C., Cunningham, J. W., Spadorcia, S., Koppenhaver, D. A., Sturm, J., & Yoder, D. E. (2007). Automatic word recognition: The validity of a universally accessible assessment task. Augmentative and Alternative Communication, 21, 64-75.
Sturm, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., & Erickson, K., Yoder, D., & Koppenhaver, D. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 22, 1, 21-36.

Cunningham, J. W., Spadorcia, S. A., Erickson, K. A., Koppenhaver, D. K., Sturm, J. M., & Yoder, D. E. (2005). Investigating the Instructional Supportiveness of Leveled Texts. Reading Research Quarterly, 40, 4, 410-427.