Student - College of Education

Emily Mauer

Postdoctoral Research Fellow, Meadows and VGC
Course Instructor, Department of Curriculum and Instruction
M.Ed. in Educational Psychology, Quantitative Methods, The University of Texas at Austin, 2025
Ph.D. in Curriculum & Instruction, The University of Texas at Austin, 2025
M.S.Ed. in Literacy Education, University of Kansas, 2021

Email: emm4983@my.utexas.edu

Postdoctoral Research Fellow in the College of Education.
My research focuses on supporting students with reading difficulties and students who are emerging bilingual learners, along with the educators who serve them.

Chang, A., Mauer, E., Wanzek, J., Kim, S., Scammacca, N. & Swanson, E. (2025). Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis. Educational Psychology Review, 37(19). https://link.springer.com/article/10.1007/s10648-025-09997-z. doi:https://doi.org/10.1007/s10648-025-09997-z.

Mauer, E. (2024). Teaching Emerging Bilingual Students with a Reading Disability. TEACHING Exceptional Children. https://doi.org/10.1177/00400599241304690.

Mauer, E. & Swanson, E. (2024). Cross-Age Peer Tutoring to Improve Literacy Outcomes for Students With Disabilities. TEACHING Exceptional Children. https://journals.sagepub.com/doi/10.1177/00400599241231229.

Chang, A. & Mauer, E. (2024). Five Recommendations to Implementing Cross-Age Tutoring in Reading. The Reading Teacher. doi:https://doi.org/10.1002/trtr.2351.

This work aims to improve outcomes of early readers through cross-age peer tutoring in the YMCA after-school program. Goals of this program include reducing learning gaps for students with reading difficulties, where effects of COVID-19 may have exacerbated this gap due to learning loss from schooling interruptions. Phase I: Preparation for the randomized controlled trial with collaboration between The University of Texas at Austin and Vanderbilt University to partner with local YMCA after-school programs in Central Texas and Middle Tennessee Phase 2: A randomized controlled trial to examine the efficacy of the Sound Partners (Vadasy et al., 2004) reading intervention delivered through cross-age peer tutoring of first- and second-grade students who experience reading difficulty by fourth- and fifth-grade student tutors