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Melissa Stalega

Title: Assistant Professor

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Connecticut, 2024
    Major: Educational Psychology
    Specialization: Special Education
    Dissertation: Exploring the Role of Recording Verification in Reading-Related Tasks Using a Phonological Recovery Task

Current Scheduled Teaching

EDSP 4350.002Disability as Diversity: Inclusive Pedagogies and Practices for Children and Youth with DisabilitiesSpring 2026 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDSP 4350.004Disability as Diversity: Inclusive Pedagogies and Practices for Children and Youth with DisabilitiesFall 2025 Syllabus SPOT
EDSP 5615.490Positive Behavioral Interventions and Supports in Educational and Related SettingsFall 8W2 2025 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book

  • Favazza, P., Ostrosky, M., Stalega, M., Yang, H., Aronson-Ensign, K., Block, M., Cheung, C., Akemoglu, Y. (2022). CHAMPPS: CHildren in Action Motor Program for PreschoolerS.

    • Book Chapter

  • Kearns, D., Bayer, N., Stalega, M., McKenna, M. (2025). Multi-Tiered Systems of Support for Improving Literacy Outcomes for Students in Grades 3 through 8.
  • Lyon, C., Fuchs, D., Stalega, M., Kearns, D. (2023). Kindergarten peer assisted learning strategies..

    • Encyclopedia Article

  • Stalega, M., Kearns, D., Landi, N. (2025). Computer-assisted word recognition interventions. In Encyclopedia on Early Childhood Development.

    • Journal Article

  • Ostrosky, M., Favazza, P., Yang, H., Stalega, M., Aronson-Ensign, K., Cheung, C., Block, M., Kwan, N. (2024). Investigating the impact of a motor program on preschoolers with disabilities..
  • Stalega, M., Kearns, D., Bourget, J., Bayer, N., Hebert, M. (2024). Is phonological-only instruction helpful for reading?: A meta-analysis..
  • Cheung, C., Ostrosky, M., Favazza, P., Stalega, M., Yang, H. (2023). Exploring the perspectives of preschool teachers on implementing structured motor programs in inclusive classrooms..
  • Kearns, D., Lyon, C., Zagata, E., Stalega, M., Kelley, S. (2022). Teaching syllable division to facilitate polysyllabic word reading: Current research and possible alternatives..
  • Yang, H., Ostrosky, M., Favazza, P., Stalega, M., Block, M. (2019). Embedding motor activities into inclusive preschools..
  • Akamoglu, Y., Ostrosky, M., Cheung, C., Yang, H., Favazza, P., Stalega, M., Aronson-Ensign, K. (2019). Move together, communicate together: Supporting preschoolers’ communication skills through physical activities..
  • Aronson-Ensign, K., Favazza, P., Stalega, M., Ostrosky, M., Yang, H., Akamoglu, Y., Cheung, C. (2018). CHAMPPS: Filling the preschool curriculum gap..
  • Ostrosky, M., Favazza, P., Yang, H., McLaughlin, K., Stalega, M. (2018). Let’s get moving: Using children’s literature to support physical activity and readiness skills..

Contracts, Grants and Sponsored Research

    Grant - Research

  • Wagner, T. (Principal), Spence, E. (Co-Principal), Grace, J. (Co-Principal), Stalega, M. (Co-Principal), "Investigating the Role of Literacy in Homelessness and Housing Stability," sponsored by Sid Richardson Foundation, Local, $365000 Funded. (2026 - 2027).
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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