University of California, Riverside

Faculty Profile System



Michael Solis


Michael Solis

Assistant Professor

Graduate School of Education
2135 Sproul Hall
(951) 827-5855 
michael.solis@ucr.edu

Research Areas

  • Multi-Tiered Systems of Support (MTSS)
  • Evidence-based reading interventions for students in grades K-12.
  • Vocabulary and reading comprehension interventions for students with LD, Dyslexia, and learning difficulties.
  • Reading interventions for students with Autism Spectrum Disorders
  • Co-teaching and Inclusion

Degrees

  • B.A., Communication / Journalism, University of Arizona, 1993
  • M.Ed., Special Education, Northern Arizona University, 2002
  • Ph.D., Special Education, The University of Texas at Austin, 2012

Biography

Dr. Michael Solis is an assistant professor of special education at the University of California Riverside. Dr. Solis has conducted randomized controlled trial, single-subject, systematic reviews, and qualitative studies. He previously directed intervention projects as part of the Texas Center for Learning Disabilities and worked on the Promoting Adolescents’ Comprehension of Text project, funded by IES. His line of research focuses on vocabulary and reading comprehension interventions for students with reading difficulties in grades 4 -12. Solis is currently pursing a series of studies designed to support the development of evidence-based reading practices for students with Autism Spectrum Disorders. He is also pursuing a line of research investigating the impact of background knowledge and text coherence on reading comprehension outcomes. He has published articles in peer-reviewed journals such as the Journal of Learning Disabilities, Journal of Research on Educational Effectiveness, Reading Research Quarterly, and the Journal of Autism and Developmental Disorders. Solis has expertise in reading interventions, response to intervention, behavior interventions, and collaboration. Prior to his work in higher education he was a special educator, reading specialist, and literacy coach for 10 years in the public schools.

More information on Dr. Solis

UCR Today Article

Current Curriculum Vitae

Publications

Publications
Peer Reviewed Publications

  • Swanson, E., McCulley, L. V., Osman, D., Scammacca, N., Solis, M. (in press). Team-based learning: A synthesis of findings. Active Learning in Higher Education.
  • Solis, M., Scammacca, N., Barth, A., Roberts, G. J. (2017). Text-based vocabulary intervention training study: Supporting fourth graders with low reading comprehension and learning disabilities. Learning Disabilities: A Contemporary Journal.
  • Maynard, B. R., Solis, M., Miller, V. L., Brendel, K. E. (2017). Mindfulness-based intervention for improving academic achievement, behavior, and socio-emotional learning of K-12 students: A systematic review. Campbell Systematic Reviews. 5. doi:10.4073/scr.2017.5
  • Solis, M., El Zein, F., Vaughn, S., McCulley, L. V., & Falcomata, T. S. (2016). Reading comprehension interventions for students with autism spectrum disorders: An alternating treatments comparison. Focus on Autism and Other Developmental Disabilities. 31(4), 284-299. doi: 10.1177/1088357615583464

  • Vaughn, S., Solis, M., Miciak, J., Taylor, P., Fletcher, J. M. (2016). Effects from a randomized control  trial comparing researcher and school implemented treatments of fourth graders with significant reading difficulties. Journal of Research on Educational Effectiveness. doi:10.1080/19345747.2015.1126386
  • Therrien, W. J., Mathews, H. M., Hirsch, S. E., Solis, M. (2016). Progeny review: An alternative approach for examining the replication of intervention studies in special education. Remedial and Special Education. doi:10.1177/074193251666081
  • Solis, M., Vaughn, S., & Scammacca, N. (2015). The effects of a reading comprehension and vocabulary intervention for secondary students demonstrating adequate word reading and low comprehension. Learning Disabilities Research and Practice. 30(3), 104-113.
  • Solis, M., El Zein, F., Vaughn, S., McCulley, L. V., & Falcomata, T. S. (2015). Reading comprehension interventions for students with autism spectrum disorders: An alternating treatments comparison. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357615583464
  • Maynard, B. R., Solis, M., Miller, V.L. (2015).  Mindfulness-based intervention for improving academic achievement, behavior, and socio-emotional learning of K-12 students: A systematic review. Campbell Review Protocol. Campbell Systematic Reviews.
  • Roberts, G. J., Solis, M., Ciullo, S., McKenna, J. W., & Vaughn, S. (2015) Reading interventions with behavioral and social skill outcomes: A synthesis of findings. Behavior Modification. 39(1), 8-42. doi:10.1177/0145445514561318
  • El Zein, F., Gevarter, C., Bryant, B., Son, S., Bryant, D., Kim, M., Solis, M. (2015). A comparison of Ipad-assisted and teacher-directed reading instruction for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities. doi:10.1007/s10882-015- 9458-9
  • El Zein, F., Solis, M., Lang, R., & Kim, M. K. (2014). Embedding perseverative interest of a child with autism in text may result in improved reading comprehension: A pilot study. Developmental Neurorehabilitation. doi:10.3109/17518423.2014.915893
  • Solis, M., Miciak, J., Vaughn, S., & Fletcher, J. M. (2014). Why intensive interventions matter: Longitudinal studies of adolescents with reading disabilities and poor reading comprehension. Learning Disability Quarterly 37(4), 218-229. doi:10/1177/07311948714528806
  • El Zein, F., Solis, M., Vaughn, S., & McCulley, L. V. (2014). Reading comprehension interventions for students with autism spectrum disorders: A synthesis of research. Journal of Autism and Developmental Disorders, 44(6), 1303-1322. doi:10.1007/s10803-013- 1989-2
  • Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., Fall. A., Stillman-Spisak, S., Solis, M. (2014). The effects of team-based learning on social studies knowledge acquisition in high school. Journal of Research on Educational Effectiveness, 7 (2), 183-204. doi:10.1080/19345747.2013.836765
  • Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77-93. doi:10.1002.rrq
  • Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., & Leroux, A. (2012). Reading comprehension interventions for middle school students with learning disabilities: A synthesis of 30 years of research. Journal of Learning Disabilities, 45(4), 327-340. doi:10.1177/0022219411402691
  • Solis, M., Vaughn, S., Swanson, E. A., & McCulley, L. V. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49(5), 498-510. doi:10.1002/pits21606
  • Swanson, E. A., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special education teachers’ perceptions and instructional practices in response to intervention implementation. Learning Disability Quarterly, 35(2), 115-126. doi:10.1177/0731984711432510

Research to Practice Publications
  • Solis, M. (2015). The consumer reports of intensive interventions for reading, mathematics, and behavior. New Times for Division for Learning Disabilities, 33(1), 8.
  • Solis, M. (2014). Texas Center for Learning Disabilities Education Research Matters summary of: Petrill, S.A. (2013). Relating reading comprehension to language and broader reading skills. In B. Miller, L. Cutting, & P. McCardle (Eds.), Unraveling reading comprehension: Behavioral, neurobiological, and genetic components, (pp. 193-202). Baltimore, MD: Brookes. Retrieved from http://www.texasldcenter.org/education-research-matters/item/april-2014
  • Swanson, E. A., & Solis, M. (2011). Collaborative strategic reading for adolescents with learning disabilities. LD Forum, 7-10.

  • Ciullo, S., Solis, M., & Vaughn, S. (2010). Critical components of a response to intervention framework: Essential ideas for campus implementation. The Oklahoma Reader, 45(2), 8–16.


Book Chapters
  • Vaughn, S., & Solis, M. (2013). Why intensive interventions are necessary for adolescents with dyslexia: Findings from 3-year intervention and future research. In B. Miller, L. Cutting, & P. McCardle (Eds.), Unraveling Reading Comprehension: Behavioral, Neurobiological, and Genetic Components. Baltimore, MD: Paul H. Brookes Publishing Co.
  • Vaughn, S., Swanson, E. A., & Solis, M. (2013). Reading comprehension for adolescents with significant reading problems. In H. L. Swanson, K. R. Harris & S. Graham (Eds.), Handbook of Learning Disabilities (2nd ed.). New York, NY: The Guilford Press.



Swanson, E., McCulley, L. V., Osman, D., Scammacca, N., Solis, M. (in press).  Team-based learning: A

synthesis of findings. Active Learning in Higher Education.  

 
 

More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942
E-mail: robert.wolfer@ucr.edu
 
 

Footer

Last Modified: 5/11/17