Department of Educational Policy and Leadership
Office: 116B Schroeder Complex
Phone: (414) 288-4555
Risko, V. & Walker-D. (In press)The Promise of an Alternate Perspective: Viewing Struggling Readers through a Socio-Cultural Research Lens. The Thirty-Third Yearbook of the Association of Literacy Educators and Researchers.
López, F., Thompson, S., & Walker-Dalhouse, D. (in press) Examining the Trajectory of Differentially- Skilled First Graders’ Reading Fluency of Words in Isolation and in Context. Reading & Writing Quarterly.
Walker-Dalhouse, D., Sibley, C., Dalhouse, A.D., Ngawbi, R. C.,& Selzer, K. (In press). Reading engagement and reading aloud performance of preservice teachers participating in a university literature award program. Journal of Reading Education.
Briggs, C., Perkins, J. H., & Walker-Dalhouse, D. (2010). Best Literacy Practices for Children of Poverty: Implications for Schools, Teachers, and Teacher Preparation Program. The Thirty-Second Yearbook of the Association of Literacy Educators & Researchers, 151-168.
Risko, V. J., Walker-Dalhouse, D., Bridges, E., S. & Wilson, A. (2010). Drawing on text features for reading comprehension and composing. The Reading Teacher, 64(5), 376-78.
Walker-Dalhouse, D., Risko, V.J., Esworthy, C., Grasley, E., Kaisler, G., McIlvain, D., & Stephan, M. (2010) Crossing Boundaries and Initiating Conversations about RTI: Understanding and Applying Differentiated Classroom Instruction. In R. Allington (Ed.) Essential Reading: Struggling Learners: Essential Reading Series, Newark, DE: International Reading Association.
Walker-Dalhouse, D., Risko, V. J., Lathrop, K. & Porter, S. (2010). Helping diverse struggling readers through reflective teaching and coaching. The Reading Teacher, 64(1), 70-72.
Risko, V.J. & Walker-Dalhouse, D. (2010). Making the most of assessments to inform instruction. The Reading Teacher, 63(5), 420-422
Walker-Dalhouse, D., Sanders, V., & Dalhouse, A.D. (2009). A university and middle school partnership: Preservice teachers’ attitudes toward ELL students. LiteracyResearch and Instruction, 48(4), 337-49.
Walker-Dalhouse, D. Sudanese youth. In C. Claus-Ehlers (Ed.) (2009). Encyclopedia of Cross-Cultural School Psychology (pp.958-960). New York: Springer.
Walker-Dalhouse, D., Risko, V.J., Esworthy, C., Grasley, E., Kaisler, G., McIlvain, D., & Stephan, M. (2009, September). Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction. The Reading Teacher, 63(1), 84–87.
Walker-Dalhouse, D. & Dalhouse, A.D. ( 2009) When two elephants fight the grass
suffers: Parents and teachers working together to support the literacy development of Sudanese youth. Teaching and Teacher Education, 29, 328-335.
Risko, V.& Walker-Dalhouse, D. (2009). Parents and teachers: Talking with or past one another. The Reading Teacher., 62(5), 442-444.
Walker-Dalhouse, D. & Risko, V. (2008). Homelessness, poverty, and children’s literacy development. The Reading Teacher. 62(1), 84-86.
Walker-Dalhouse, D. (2008). Discipline: Responding to socioeconomic and racial differences. In F. Schultz. Annual Editions: Education 09-10. Thirty-fifth edition. New York: McGraw-Hill.
Walker-Dalhouse, D. & Risko, V. (2008). Learning from literacy successes in high achieving urban schools. The Reading Teacher, 61(5), 422-424.
Walker-Dalhouse, D. (2008). Where life and children’s literature meet: Creating a potential bridge to understanding the lives of elementary age African American males. In W. Brooks and J. McNair. Embracing, evaluating, and examining the lives of African-American children’s and young adult literature. Maryland, Lanham: Scarecrow Press, Inc
Risko, V., & Walker-Dalhouse, D. (2007). Tapping students’ cultural funds of knowledge to address the achievement gap. The Reading Teacher, 61(1), 98-100.
Walker-Dalhouse, D, & Dalhouse. A.D. (2006). Investigating white preservice teachers’ beliefs about teaching in culturally diverse classrooms. The Negro Educational Review, 58(1-2), 69-79.
Walker-Dalhouse, D. (2006). Multicultural Literature: A synthesis of literature. New York: Macmillan-McGraw Hill.
Walker-Dalhouse, D. (2006). Discipline: Responding to socioeconomic and racial differences. In F. Schultz. Annual Editions: Education 07-08. Thirty-fourth edition. (Unit 5). New York: McGraw-Hill.
Walker-Dalhouse, D. (2005). “Discipline: Responding to socioeconomic and racial differences”. Childhood Education, 82(1), 24-30.
Turner, J.D., Walker-Dalhouse, D. & McMillon, G. T. (2005). “Crossing Over to Canaan: Engaging distinguished women and/or minority scholars in critical conversations about tenure.” 54th Yearbook of the National Reading Conference, 403-415.
Walker-Dalhouse, D. (2005). “No Child Left Behind: Key issues and instructional implications for Teachers of African-American Children.” Reading Horizons, 45(3), 155- 174.
Walker-Dalhouse, D. (2005). Examining exemplary reading instruction in urban settings: Implications for teachers and the students they teach. A response to Diane Lapp and James Flood. In J. Flood & P. L. Anders (Eds.). Literacy Development of Students in Urban Schools: Research and Policy. (pp. 180-186) Newark, DE: International Reading Association.
2011 - Papers Presented
Clark, K. & Walker-Dalhouse, D. (2011). Poster presentation entitled “The effect of culturally reflective texts on the reading achievement, attitudes toward reading, and motivation to read of urban African American children who struggle with learning to read,” 56tth Annual Convention of the International Reading Association, Orlando, FL.
2010 - Papers Presented
Risko, V. &Walker-Dalhouse, D. (Nov.2010). The Promise of an Alternate Perspective: Viewing Struggling Readers through a Socio-Cultural Research Lens. Association of Literacy Educators & Researchers, Omaha, NE.
Briggs, C., Cook, C., Perkins, J.H. & Walker-Dalhouse, D. (2010) Children in Poverty and Reading. International Reading Association, 23rd World Congress in Reading, Auckland, NZ,
Walker-Dalhouse, D., & Dalhouse, A. D. (2010) Literacy stories: Cultural literacy practices of adult Sudanese refugees and the school and out-of school- literacy development of their children. International Reading Association, 23rd World Congress in Reading, Auckland, NZ
Briggs, C., Perkins, J. H., & Walker-Dalhouse, D. (2009) Maximizing the cognitive engagement of children in poverty. Association of Literacy Educator & Researchers Annual Conference, Charlotte, NC.
Walker-Dalhouse, D., Sibley, C. & Selzer, K. Promoting reading engagement in preservice teachers and children: Benefits of a university Reading-Aloud Book Award Initiative. International Reading Association Conference, May 2009.
Walker-Dalhouse, D. & Dalhouse, A.D. (July 2008). “Sudanese students and preservice teachers: Traveling the road to literacy and multicultural understandings.” 22nd World Congress in Reading, San Jose, Costa Rica.
Walker-Dalhouse, D. “How Critical Can it Be? School Experience, Personal Development & Teacher Preparation for Teaching African American Students” National Reading Conference, November 28- December 1, 2007. Austin, TX
Walker-Dalhouse, D. “No Child Left Behind: Realities and implications for African American students and their teachers.” Keynote speech. Virginia State Reading Association Conference, Roanoke, Virginia, March 16, 2007.
Walker-Dalhouse, D. “Linking words and connecting ideas: Teaching middle schools students to understand print and digital text.” Symposium, 51st IRA Annual Conference, Chicago, IL, April 30, 2006.
Edwards, P, A, & Walker-Dalhouse, D.“Sharing Time: Motivating Parents from Diverse Background to Support Their Children’s Oral Language Development” Symposium IRA 2005 Annual Conference.
Walker-Dalhouse, D.“Vocabulary Development for Adolescents, Special Needs Students & Minorities” Symposium IRA 2005 Annual Conference, San Antonio, TX.
Walker-Dalhouse, D. “A University-School Partnership: A pen pal writing Project” IRA Plains Regional Conference, San Antonio, TX.