- Curriculum and Instruction
- Academic Program(s):
- Special Education
- ED 3218
- (812) 856-8103
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.
Williams, K. J., & Vaughn, S. (2019). Effects of an intensive reading intervention for ninth grade English learners with learning disabilities. Learning Disability Quarterly. Advance online publication. doi: 10.1177/07319487198517
Williams, K. J., & Martinez, L. R. (2019). Supporting reading comprehension for adolescent English learners with learning disabilities. Intervention in School and Clinic. Advance online publication. doi: 10.1177/1053451219833019
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. doi: 10.1177/0022219418775114
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. doi: 10.1037/edu0000289
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. doi: 10.1177/0022219418775110
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. doi: 10.1177/0022466917732777
Williams, K. J., Stevens, E. A., & Vaughn, S. (2018). RTI in secondary schools: Current issues and recommendations. In P. C. Cullen & M. J. Kennedy (Eds.), Handbook of multi-tiered systems of support and response to intervention (pp. 354-366). New York, NY: Routledge.
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. doi: 10.1177/0022219415619753
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. doi: 10.1177/1053451216676797
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. doi:10.3102/0034654316652942