Monica Romero is an Assistant Professor in the combined School/Clinical Child Psychology program in the Educational Psychology Department. Dr. Romero's research focuses on: (1) culturally and linguistically responsive interventions to support academic, social-emotional, and mental health outcomes for emergent bilingual/multilingual Latinx students; (2) multi-tiered system of supports (MTSS), data-based decision-making, and equitable service delivery in schools; (3) family-school-community partnerships and the well-being of Latinx and newcomer students; and (4) training and supporting bilingual school psychologists while advancing Latinx psychology through strengths-based and advocacy-oriented approaches.
Dr. Romero will be reviewing applications in anticipation of taking a student for Fall 2025.
Ph.D. in School Psychology, University of Missouri
M.A. in School Psychology, University of Missouri
B.A. in Psychology and Sociology, University of California, Santa Barbara
Investigates culturally and linguistically responsive interventions and assessments for emergent bilingual/multilingual learners and Latiné students.
Romero, M., Hung, A. & Whitney, S. (2024). Language of Instruction and Peer-Mediated Learning as Predictors of English Learner Students Reading Achievement. Early Childhood Education Journal. doi:10.1007/s10643-024-01707-8.
Burns, M., Duesenberg-Marshall, M., Sussman-Dawson, K., Romero, M., Wilson, D. & Felton, M. (2023). Effects of targeting reading interventions: Testing a skill-by-treatment interaction in an applied setting. Preventing School Failure. doi:https://doi.org/10.1080/1045988X.2023.2177982.
McCall, C., Romero, M., Yang, W. & Weigand, T. (2023). A Call for Equity-Focused Social-Emotional Learning. School Psychology Review. doi:https://doi.org/10.1080/2372966X.2022.2093125.
Smith, T., Holmes, S., Romero, M. & Sheridan, M. (2022). Evaluating the effects of family-school engagement interventions on parent-teacher relationships: A meta-analysis. School Mental Health. doi:https://doi.org/10.1080/1045988X.2022.2070589.
Early Career Scholar, Society for the Study of School Psychology (SSSP) (2023)
Institute on Mixture Modeling Equity Oriented Researchers, Scholars, and Educators, Institute of Education Sciences (2023)
Dissertation grant, Society for the Study of School Psychology (2021 - 2022)
Courses by year and semester| Year | Semester | Course |
|---|
| 2024 | Spring | EDP 383F: Practicum: Level Three |
| 2023 | Fall | EDP 383C: 6-Academic Assmnt/Interven |
Empower Lab
We work to empower the academic and psychological outcomes for Latine/x multilingual children and families.
