Melodee A. Walker

The University of Texas at Austin — United States

Psychology · Social Sciences

6h-index498citations13works7.02yr avg
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Research Topics

Reading and Literacy Development(7), Cognitive and developmental aspects of mathematical skills(3), Disability Education and Employment(3), Health Policy Implementation Science(2), Behavioral and Psychological Studies(2)

Publications13 total

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study
Scientific Studies of Reading·2024· 7 cited
Can reading practitioners and researchers improve intensive reading support systems in a large urban school system?
Journal of Research in Reading·2022· 6 cited
Provide Intensive Intervention Using Data-Based Individualization
2022· 2 cited
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research
Educational Psychology Review·2017· 47 citedOpen Access
State Knowledge Utilization Spotlight: Maryland. Transforming State Systems to Improve Outcomes for Children with Disabilities.
2017
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research.
Grantee Submission·2017
The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014
Journal of Learning Disabilities·2016· 169 cited
Reading Instruction for Students With Learning Disabilities
Learning Disability Quarterly·2016· 21 cited
A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities
Journal of Learning Disabilities·2016· 47 citedOpen Access
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.
Grantee Submission·2016· 5 cited
Examining student experience, perceptions, and quality of reading instruction for secondary students with significant reading disabilities : a case study
Texas ScholarWorks (Texas Digital Library)·2016Open Access
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3
Educational Psychology Review·2015· 191 citedOpen Access
Piggybacking
Teaching Exceptional Children·2008· 3 cited

Frequent Co-authors

Sharon Vaughn(7), Jeanne Wanzek(5), Philip Capin(4), Nancy Scammacca(2), Brandy Gatlin(2), Elizabeth A. Stevens(2), Devin M. Kearns(2), Philip Capin(1), Kelly J. Williams(1), Katlynn Dahl‐Leonard(1), Colby Hall(1), Na Young Yoon(1), Eunsoo Cho(1), Eleni Chatzoglou(1), Sarah Reiley(1), Emma Shanahan(1), Tim T. Andress(1), Jason C. Borges(1), Meghan E. Duffy(1), Debra J. Paxton-Buursma(1)