![\"\"](\"\/projectlinc\/files\/2020\/10\/Professional-Headshot_Melissa-Stalega-6-150x150.jpg\")
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Melissa V. Stalega is a Doctoral Fellow studying Special Education at the Neag School of Education at University of Connecticut. She specializes in reading difficulty, specifically word recognition, in early readers (PK – 1st). Some of her most recent research includes developing a reading intervention for struggling 3rd and 4th graders, standardized classroom observations, and systematic reviews of current reading programs including a meta-analysis on the effectiveness of phonological awareness instruction. She also has co-taught an explicit instruction course for undergraduate special education students and led a beginning reading course for UConn\u2019s TCPCG track.<\/span><\/p>\n <\/p>\n Publications:<\/p>\n Lyon, C. P., Fuchs, D., Stalega, M. V., & Kearns, D. M. (2023). Kindergarten Peer Assisted Learning Strategies. In Reading Intervention Case Studies for School Psychologists (pp. 64-81). Routledge.<\/span><\/p>\n Stalega, M.V., Kearns, D.M., Bourget, J., Bayer, N., & Hebert, M. (2023) Is phonological awareness only instruction helpful for reading?: a meta-analysis [manuscript in revision]. University of Connecticut, Storrs, CT, United States.<\/span><\/p>\n Kearns, D.M., Lyon, C., Zagata, E., Stalega, M.V. & Kelley, S. (2022) Teaching Syllable Division to Facilitate Polysyllabic Word Reading: Current Research and Possible Alternatives. The Reading League, 3(2), 14.<\/span><\/p>\n Clemens, N. H., Solari, E., Kearns, D. M., Fien, H., Nelson, N. J., Stalega, M., Burns, M., Martin, K.S. & Hoeft, F. (2021). They say you can do phonemic awareness instruction \u201cin the dark\u201d, but should you? A critical evaluation of the trend toward advanced phonemic awareness training. https:\/\/psyarxiv.com\/ajxbv\/download?format=pdf<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Melissa Stalega – melissa.stalega@uconn.edu\u00a0 Melissa V. Stalega is a Doctoral Fellow studying Special Education at the Neag School of Education at University of Connecticut. She specializes in reading difficulty, specifically word recognition, in early readers (PK – 1st). Some of her most recent research includes developing a reading intervention for struggling 3rd and 4th graders, […]<\/p>\n","protected":false},"author":22696,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/pages\/224"}],"collection":[{"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/users\/22696"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/comments?post=224"}],"version-history":[{"count":1,"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/pages\/224\/revisions"}],"predecessor-version":[{"id":225,"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/pages\/224\/revisions\/225"}],"wp:attachment":[{"href":"https:\/\/sites.bu.edu\/projectlinc\/wp-json\/wp\/v2\/media?parent=224"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}