Dr. Doris Walker-Dalhouse

Dr. Doris Walker-Dalhouse

Professor, Department of Educational Policy & Leadership, Marquette University


Dr. Doris Walker-Dalhouse is an Educational Consultant, Researcher, and Professor at Marquette University. Her main areas of research are vested in the cognitive process of writing, literature-based reading, the socio-cultural aspects of literacy as well as teachers' attitudes toward diversity. In addition to her numerous publications, Dr. Walker-Dalhouse has been the recipient of a myriad of awards exemplifying her continuing efforts in education. She was an active board member with the International Reading Association, President for both the Minnesota Reading Association and Red River Reading Association, and is presently an affiliate of the National Reading Conference, as well as many other professional and academic organizations. She earned her B.A. from Kentucky State University and achieved both her masters and Ph.D. in Reading Education from The Ohio State University.

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REGIONAL CONNECTIONS

  • Marquette University, Milwaukee, WI (Professional)
  • St. Cloud, Minnesota (Professional)
  • The Ohio State University (M.A.; Ph. D.)
  • Kentucky State University, Frankfort, KY (B.A.)

SAMPLE TALKS/TOPICS

  • Struggling Readers
  • Multicultural Literature
  • Differentiated Instruction
  • Fluency
  • RTI

ASSOCIATED PROGRAMS

  • Texas Wonders

KEY PUBLICATIONS

  • Walker-Dalhouse, D., & Dalhouse, A.D. (2013). Preservice Teachers’ Culturally Relevant Beliefs: The Impact of a Clinical Experience Tutoring Sudanese Students. In J. Ho (Ed.) Immigrants: Acculturation, Socioeconomic Challenges, and Cultural Psychology (pp.171-185). New York, NY: Nova Science Publisher.
  • Walker-Dalhouse, D. & Dalhouse, A.D. (2013) Changing Outcomes in Reading for Bryant, An African-American Urban Learner: A Case Study. In N. Nilsson & S. Gandy. (Eds.) Struggling Readers Can Succeed: Teaching Solutions Based on Real Kids in Classrooms and Communities (pp.20-36). New York: Information Age Publishing.
  • Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., Connor, C.M., & Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions, The Reading Teacher, 66(4), 303-314.
  • Risko, V. & Walker-D., Arragones, A. (2011) 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, 33, 187-203.
  • López, F., Thompson, S., & Walker-Dalhouse, D. (2011) Examining the Trajectory of Differentially-Skilled First Graders' Reading Fluency of Words in Isolation and in Context. Reading & Writing Quarterly, 27(4), 281-305.
  • 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.