Kelly Williams

Assistant Professor

Curriculum and Instruction
Academic Programs:
Special Education
Research Areas:
Learning Disabilities, Dyslexia, Reading Disabilities, K-12 Reading and Spelling Interventions, Dropout Prevention Interventions, Student Engagement
ED 3218
(812) 856-8103

About Me

Kelly Williams is an Assistant Professor of Special Education in the Department of Curriculum and Instruction. Her research focuses on improving academic and post-secondary outcomes for students at-risk for and identified with high incidence disabilities. She is particularly interested in reading interventions for adolescents with reading difficulties and disabilities, including students who are English Learners, and preventing dropout with at-risk populations.

Previously, Kelly was a high school special education teacher and reading specialist in resource and inclusion settings for students with high-incidence disabilities. She also has extensive experience tutoring elementary and middle school students with reading disabilities and ADHD.

Recent Publications

Williams, K. J., Martinez, L. R., Fall, A.-M., Miciak, J., & Vaughn, S. (2021). Student engagement among high school English learners with reading comprehension difficulties. School Psychology Review. Advance online publication.

Williams, K. J., & Vaughn, S. (2020). Effects of an intensive reading intervention for ninth grade English learners with learning disabilities. Learning Disability Quarterly, 43(3), 154-166.

Daniel, J., & Williams, K. J. (2019). Self-questioning strategy for struggling readers: A synthesis. Remedial and Special Education. Advance online publication.

Williams, K. J., & Martinez, L. R. (2019). Supporting reading comprehension for students who are learning English and have learning disabilities. Intervention in School and Clinic, 55(1), 23-31.

Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A.-M., Roberts, G. R. (2019). Efficacy of a high school extensive reading intervention for English learners with reading difficulties. Journal of Educational Psychology, 111(3), 373-386.

Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S. (2019). Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. Journal of Learning Disabilities, 52(1), 45-58.

Wanzek, J., Stevens, E. A., Williams, K. J., Scammacca, N., Vaughn, S., & Sargent, K. (2018). Current evidence on the effects of intensive early reading interventions. Journal of Learning Disabilities, 51(6), 612-624.

Williams, K. J., Austin, C. R., & Vaughn, S. (2018). A synthesis of spelling interventions for secondary students with disabilities. Journal of Special Education, 52(1), 3-15.

Williams, K. J., Walker, M. A., Vaughn, S., & Wanzek, J. (2017). A synthesis of reading and spelling interventions and their effects on spelling outcomes for students with learning disabilities. Journal of Learning Disabilities, 50(3), 286-297.

Toste, J. R., Williams, K. J., Capin, P. (2017). Reading big words: Strategies to support students’ multisyllabic word reading. Intervention and School Clinic, 52(5), 270-278.

Scammacca, N. K., Roberts, G. J., Cho, E., Williams, K. J., Roberts, G., Vaughn, S., & Carroll, M. (2016). A century of progress: Reading interventions for students in grades 4–12, 1914–2014. Review of Educational Research, 86(3), 756-800.

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