Joseph A. Dimino, Ph.D.
During the past 35 years, Joseph Dimino has had experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers, parents, administrators, and instructional assistants in the areas of instruction and early literacy, reading comprehension strategies and classroom and behavior management in urban, suburban and rural communities.
Dr. Dimino is the coordinator of a national research project investigating the impact of Teacher Study Groups as a means to enhance the quality of reading instruction for first graders in high poverty schools. He is also involved in national evaluations investigating the effectiveness of reading comprehension and mathematics programs. Dr. Dimino serves as one of the seven professional development staff members for the National Center on Student Progress Monitoring, a technical assistance and dissemination center funded by the Office of Special Education Programs.
He has published in Elementary School Journal, Reading Research Quarterly, The Journal of Learning Disabilities, Educational Leadership, Remedial and Special Education, Learning Disabilities Research and Practice, Exceptional Children, and Reading and Writing Quarterly. He has co-authored books in reading comprehension and early reading intervention. Dr. Dimino has delivered papers at numerous state, national and international conferences including the American Educational Research Association, the National Reading Conference, the Council for Exceptional Children and Association for Supervision and Curriculum Development. He consults nationally in the areas of early literacy and reading comprehension instruction.
