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    Publications

    Paper List:

    Daniel, J., Misquitta, R., & Nelson, S. (2025). A comparative analysis of preservice teachers’ knowledge of reading instruction and their confidence in supporting struggling readers: A study of India and England. Education Sciences, 15(4), 442.

    Panchal, A., & Mehta, N. (2025). Empowering students through the performing arts: A holistic approach. Teacher Plus.

    Misquitta, R., Panshikar, A., & Hassaram, B. (2024). Learning disabilities in India: A closer look at pre-service teacher development practices. International Journal of School & Educational Psychology, 12(3), 125–136.

    Shenoy, S., & Misquitta, R. (2024). Teacher evaluation of the FABLe literacy application in the Indian context. Journal of Research on Technology in Education, 56(1), 45–59.

    Misquitta, R., & Panshikar, A. (2022). Identification of learning disabilities in India: Current challenges and issues. Intervention in School and Clinic, 58(3), 213–217.

    Misquitta, R., Shenoy, S., Ghosh, A., & Kotwal, N. (2023). Examining the technical adequacy and efficacy of FABLe to identify students at-risk for reading difficulties in India. Asia Pacific Education Review, 24, 319–329.

    Misquitta, R., Shenoy, S., Sharma, N., & Somaiya, E. (2023). Virtual intervention to build reading fluency for struggling readers in India: A preliminary study. In Proceedings of the International Association of Special Education (IASE). International Association of Special Education.

    Misquitta, R., & Joshi, R. (2022). Professional development for inclusive education: Insights from India. International Journal of Inclusive Education, 28(9), 1822–1837.

    Ghosh, A., Misquitta, R., Shenoy, S., & Kotwal, N. (2022). Establishing preliminary reading fluency benchmarks for Grade 3 students in India. Journal of Research in Reading, 45(4), 549–566.

    Misquitta, R. (2022). Virtual assessments for students with disabilities: A case study from India: Virtual assessment in reading. International Journal of Special Education, 37(2), 14–21.

    Shah, N., Thakkar, U., & Gupta, Y. (2022). Inclusion of soccer (football) for children with visual impairment. International Journal of Multidisciplinary Educational Research, 11(7(2)), 41–47.

    Panshikar, A., Idnani, J., Kaverappa, N., Siddiqui, S., & Bhagwat, S. (2022). Teaching and learning experiences of pre-primary teachers and special educators during COVID-19. International Journal of Multidisciplinary Educational Research, 11(7), 8–13.

    Misquitta, R., & Ghosh, A. (2021). FABLe: A mobile application to assess and build foundational literacy skills for all children, including children with disabilities in India. International Journal of Disability, Development and Education, 70(4), 575–587.

    Misquitta, R., & Joshi, R. (2020). Universal design for learning in the Indian classroom: Supporting struggling learners. In T. Brinda, D. Passey & T. Keane (Eds.), Empowering teaching for digital equity and agency: IFIP Advances in Information and Communication Technology (Vol. 595, pp. 78–83). Springer, Cham.