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    Publications

    Daniel, J., Misquitta, R., & Nelson, S. (2025). A Comparative Analysis of Preservice Teachers’ Knowledge of Reading. Education Sciences.

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

    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.

    Shenoy, S., & Misquitta, R. (2024). Teacher evaluation of the FABLe literacy application in the Indian context. Journal of Research on Technology in Education, 1-12..

    Misquitta, R., Shenoy, S., Sharma, N., & Somaiya, E. (2023). Virtual intervention to build reading fluency for struggling readers in India: A preliminary study. In The Journal of the International Association of Special Education, 23(1), 10-20.

    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. (2022). Virtual assessments for students with disabilities: A case study from India. International Journal of Special Education, 37(2), 14-21.

    Ghosh, A., Misquitta, R., Shenoy, S., & Kotwal, N. (2023). Establishing preliminary reading fluency benchmarks for Grade 3 students in India.Journal of Research in Reading,

    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.

    Ghosh, A., Misquitta, R., Shenoy, S., & Kotwal, N. (2022). Examining the technical adequacy and efficacy of FABLe to identify students at‐risk for reading difficulties in India. Asia Pacific Education Review.

    Misquitta, R., & Joshi, R. (2020). Professional development for inclusive education: insights from India, International Journal of Inclusive Education.

    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.

    Misquitta, R., & Joshi, R. (2020). Universal Design for learning in the Indian classroom: Supporting struggling learners. In Brinda, T., Passey, D., & Keane, T. (Eds.), Proceedings of OCCE 2020, IFIP AICT 595, pp. 78–83. Mumbai: India.

    Misquitta, R., & Ghosh, A. (2019). A practical and effective programme to build foundational reading skills for primary grade struggling learners in India.Seville, Spain.

    Misquitta, R., Khanna, M. & Rawlani, S. (2017). . Increasing academic achievement for students with disabilities: Insights from a study in India on optimising learning time. Asia Pacific Journal of Developmental Differences, 4(2), 247-263. Seville, Spain.