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Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
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Toste, Jessica R.; Capin, Philip; Williams, Kelly J.; Cho, Eunsoo; Vaughn, Sharon – Journal of Learning Disabilities, 2019
This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier…
Descriptors: Intervention, Reading Skills, Syllables, Grade 4
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Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
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Vaughn, Sharon; Roberts, Greg; Capin, Philip; Miciak, Jeremy; Cho, Eunsoo; Fletcher, Jack M. – Exceptional Children, 2019
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction…
Descriptors: Reading Skills, Vocabulary Development, Language Skills, Reading Comprehension
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Vaughn, Sharon; Fall, Anna-Mária; Roberts, Greg; Wanzek, Jeanne; Swanson, Elizabeth; Martinez, Leticia R. – Journal of Learning Disabilities, 2019
We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 eighth-grade teachers' social studies classes were randomly assigned to a treatment or comparison condition. Teachers taught all their classes…
Descriptors: Reading Comprehension, Reading Difficulties, Grade 8, Social Studies
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Miciak, Jeremy; Roberts, Garrett; Taylor, W. Pat; Solis, Michael; Ahmed, Yusra; Vaughn, Sharon; Fletcher, Jack M. – Learning Disabilities Research & Practice, 2018
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated…
Descriptors: Reading Programs, Program Implementation, Intervention, Reading Difficulties
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Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Quinn, Jamie M.; Vaughn, Sharon – Remedial and Special Education, 2018
We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or below on a screening measure of the Test of Silent Reading Efficiency and Comprehension. Participating students…
Descriptors: Instructional Effectiveness, After School Education, Remedial Reading, Intervention
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Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon – Journal of Learning Disabilities, 2018
Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading…
Descriptors: Predictive Validity, Oral Reading, Reading Fluency, Elementary School Students
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Williams, Kelly J.; Austin, Christy R.; Vaughn, Sharon – Journal of Special Education, 2018
This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such…
Descriptors: Secondary School Students, Spelling Instruction, Intervention, Disabilities
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Vaughn, Sharon; Martinez, Leticia R.; Williams, Kelly J.; Miciak, Jeremy; Fall, Anna-Maria; Roberts, Greg – Grantee Submission, 2018
This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…
Descriptors: Intervention, Reading Programs, Adolescents, Reading Difficulties
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Solis, Michael; Vaughn, Sharon; Stillman-Spisak, Stephanie J.; Cho, Eunsoo – Reading & Writing Quarterly, 2018
This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a…
Descriptors: Reading Comprehension, Vocabulary, Intervention, Grade 9
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Wanzek, Jeanne; Roberts, Greg; Vaughn, Sharon; Swanson, Elizabeth; Sargent, Katherine – Exceptional Children, 2019
Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading…
Descriptors: Academic Achievement, Student Improvement, Randomized Controlled Trials, Adolescents
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Cirino, Paul T.; Miciak, Jeremy; Gerst, Elyssa; Barnes, Marcia A.; Vaughn, Sharon; Child, Amanda; Huston-Warren, Emily – Journal of Learning Disabilities, 2017
The goal of this study was to evaluate the extent to which training that emphasizes the process of executive function (EF) and self-regulated learning (SRL) would result in increased reading comprehension; we also evaluated interrelationships of EF, SRL, and reading. We report an experiment (N = 75 fourth graders) that contrasted two…
Descriptors: Executive Function, Independent Study, Reading Comprehension, Experiments
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Swanson, Elizabeth; Wanzek, Jeanne; Vaughn, Sharon; Fall, Anna-Maria; Roberts, Greg; Hall, Colby; Miller, Veronica L. – Reading & Writing Quarterly, 2017
This study aimed to determine the efficacy of a content knowledge and reading comprehension treatment implemented by 8th-grade social studies teachers over the course of 1 school year. We randomly assigned 8th-grade students with reading difficulties to the intervention treatment condition (n = 45) or the business-as-usual comparison condition…
Descriptors: Middle School Students, Reading Comprehension, Grade 8, Social Studies
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Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne – Journal of Learning Disabilities, 2017
Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed…
Descriptors: Spelling, Reading Instruction, Learning Disabilities, Intervention
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