Dyslexia Learning Lab Research
Current Research Projects
Sayeski, K. L., Williams, K. J., & Lindstrom, J. H. (2026). A University-School Partnership to Enhance Teacher Preparation and Early Literacy Outcomes. The Sandra Dunagan Deal Center for Early Language and Literacy.
- Partnership with Clarke County School District to provide after-school literacy tutoring.
Williams, K. J. (2023-2027). The development of an integrated reading and spelling intervention for middle school students with word-level reading disabilities. Early Career Development and Mentoring Grant. Research Training Programs in Special Education. U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research.
- Partnership with Jackson County School System to develop a word-reading and spelling intervention program for middle school students with and at risk for dyslexia.
Past Projects
Sayeski, K. L., & Satisky, A. (2025–2026). The effect of a science-of-learning-based class on the knowledge and beliefs of teacher candidates enrolled in a foundational reading course. UGA Center for Undergraduate Research .
- We examined the effects of learning science practices embedded within EDUC 2140: Foundations of Reading on UGA teacher candidates’ literacy knowledge and instructional beliefs.
Sayeski, K. L., & Williams, K. A. (2024). Using a University-Practice Partnership As a Lever for the Training and Delivery of a Summer Early Literacy Intervention. The Sandra Dunagan Deal Center for Early Language and Literacy.
- Partnership with The Schenck School , an independent school for students with dyslexia, to offer free summer literacy tutoring for Atlanta-area students with word-level reading difficulties.
Featured Faculty Publications
Jennifer H. Lindstrom
Lindstrom, W., Lindstrom, J.H., Barefield, T., Slaughter, M.H., & Benson, E. (2021). Examination of extended time use among postsecondary students with non-apparent disabilities. Journal of Postsecondary Education and Disability. 34 (4), 297-309. https://doi.org/10.1177/00222194231195624
Madaus, J., Fleming, A., Lindstrom, J. H., Lindstrom, W., & Marino, M. (2020). Promoting access to supports and accommodations in post-secondary education. In Shoegren, K. & Wehmeyer, M. (Eds.). Handbook of Adolescent Transition Education for Youth with Disabilities, 2nd Ed . New York: Routledge.
Lindstrom, J.H. (2018). Dyslexia in the schools: Assessment and identification. TEACHING Exceptional Children. https://doi.org/10.1177/0040059918763712
Lindstrom, J. H. (2017). High-stakes testing and accommodations. In Kauffman, J. M., Hallahan, D. P., & Pullen, P. (Eds.). Handbook of Special Education, 2nd Ed . (pp. 445-460). New York: Routledge.
Kristin L. Sayeski
Sayeski, K. L. (2024). Unraveling dyslexia: A guide for teachers and families. Rowman & Littlefield.
Hu, E. H., Sayeski, K. L., & Morgan, P. L. (2025). Assessing the impact of dyslexia laws on identification and reading achievement: An empirical analysis. Annals of Dyslexia, 75(3), 637–654. https://doi.org/10.1007/s11881-025-00347-w
Novelli, C. M., & Sayeski, K. L. (2024). Using sound walls to promote independent spellers. TEACHING Exceptional Children, 56 (5), 324-434. https://doi.org/10.1177/00400599221127434
Chandler, B. W., & Sayeski, K. L. (2024). Teaching writing through content: Six instructional activities to improve students’ sentence-level writing skills. TEACHING Exceptional Children, 56 (5), 336-344. https://doi.org/10.1177/00400599211050087
Sayeski, K. L., & Hurford, D. P. (2022). A framework for examining reading-related education research and the curious case of Orton-Gillingham. Learning Disabilities: A Multidisciplinary Journal, 27 (2), 1 - 11. https://js.sagamorepub.com/index.php/ldmj/issue/view/1065
Sayeski, K. L., & Zirkel, P. A. (2021). Orton Gillingham and the IDEA: Analysis of the frequency and outcomes of case law. Annals of Dyslexia, 71(3), 483-500. https://doi.org/10.1007/s11881-021-00230-4
Sayeski, K. L. (2019). Integrating structured literacy within teacher preparation. Perspectives on Language and Literacy, 45(3), 37-42.
Sayeski, K. L., Earle, G. A., Eslinger, R. P., & Whitenton, J. N. (2017). Teacher candidates’ mastery of phoneme-grapheme correspondence: Massed versus distributed practice in teacher education. Annals of Dyslexia, 67, 26-41. https://doi.org/10.1007/s11881-016-0126-2
Kelly J. Williams
Williams, K. J., & Novelli, C. (2025). Conducting a fine-grained spelling analysis to intensify reading interventions for elementary students. Intervention in School and Clinic, 60 (5), 262-275. https://doi.org/10.1177/10534512251316177
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. https://doi.org/10.1177/0731948719851745
Williams, K. J., Capin, P., Stevens, E. A., & Vaughn, S. (2019). Reading comprehension interventions for individuals with dyslexia. In J. A. Washington, D. L. Compton, & P. McCardle (Eds.), Dyslexia: Revisiting etiology, diagnosis, treatment, and policy (pp. 148-160). Paul H. Brookes.
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. https://doi.org/10.1177/1053451219833019
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. https://doi.org/10.1177/0022219415619753