COVID-19 Guidance
In response to COVID-19, all courses are now online and employees are working remotely.

Stephanie Spadorcia Levesque

Associate Professor, Department Chair

Stephanie Spadorcia

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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.