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Solis, Michael; Vaughn, Sharon; Swanson, Elizabeth; Mcculley, Lisa – Psychology in the Schools, 2012
A summary of inclusion and co-teaching syntheses was conducted to better understand the evidence base associated with collaborative models of instruction. Six syntheses were identified: four investigated inclusion, and two investigated co-teaching. Collectively, the syntheses represented 146 studies. The syntheses investigated research on…
Descriptors: Disabilities, Evidence, Student Attitudes, School Psychologists
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Vaughn, Sharon; Wexler, Jade; Roberts, Greg; Barth, Amy A.; Cirino, Paul T.; Romain, Melissa A.; Francis, David; Fletcher, Jack; Denton, Carolyn A. – Exceptional Children, 2011
This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students…
Descriptors: Reading Difficulties, Intervention, Statistical Significance, Researchers
Leroux, Audrey; Vaughn, Sharon; Roberts, Greg; Fletcher, Jack – Society for Research on Educational Effectiveness, 2011
Research on multi-tiered, research-based reading interventions provides strong evidence for the critical role of early reading instruction and the benefits of early intervention for children who are struggling to learn to read (Blachman et al., 2004; Denton, Fletcher, Anthony, & Francis, 2006). Research on effective approaches for older…
Descriptors: Evidence, Reading Difficulties, Early Intervention, Reading Failure
Swanson, Elizabeth; Mohammed, Sarojani S.; Boardman, Alison Gould; Vaughn, Sharon; Klingner, Janette; Roberts, Greg; Leroux, Audrey; Solis, Michael – Society for Research on Educational Effectiveness, 2011
The current study is the second in a series of multi-site, multi-year randomized control trials designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) Does CSR improve reading comprehension for adolescent readers attending…
Descriptors: Reading Instruction, Reading Comprehension, Middle School Students, Intervention
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Denton, Carolyn A.; Cirino, Paul T.; Barth, Amy E.; Romain, Melissa; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Fletcher, Jack M. – Journal of Research on Educational Effectiveness, 2011
This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, At Risk Students
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Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon – School Psychology Review, 2011
The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive…
Descriptors: Reading Instruction, Response to Intervention, Cognitive Ability, Elementary School Students
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Wanzek, Jeanne; Vaughn, Sharon – Remedial and Special Education, 2011
Patterns of identification for special education services across three cohorts of students in kindergarten through third grade before and after implementation of a schoolwide, three-tier reading prevention model in one large school district are reported. The first cohort of students represents a historical control group that did not participate in…
Descriptors: Disabilities, Special Education, Student Placement, At Risk Students
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Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fletcher, Jack M. – Exceptional Children, 2011
This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education…
Descriptors: Middle School Students, Intervention, Reading Fluency, Learning Disabilities
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Denton, Carolyn A.; Barth, Amy E.; Fletcher, Jack M.; Wexler, Jade; Vaughn, Sharon; Cirino, Paul T.; Romain, Melissa; Francis, David J. – Scientific Studies of Reading, 2011
The purpose of this study was to investigate the relations among oral and silent reading fluency and reading comprehension for students in Grades 6 to 8 (n = 1,421) and the use of fluency scores to identify middle school students who are at risk for failure on a high-stakes reading test. Results indicated moderate positive relations between…
Descriptors: Reading Comprehension, Reading Difficulties, Silent Reading, Reading Fluency
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Hairrell, Angela; Simmons, Deborah; Swanson, Elizabeth; Edmonds, Meaghan; Vaughn, Sharon; Rupley, William H. – Intervention in School and Clinic, 2011
In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and…
Descriptors: Reading Strategies, Primary Sources, Vocabulary Development, Social Studies
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Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn – Journal of Learning Disabilities, 2011
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined…
Descriptors: Reading Difficulties, Story Reading, Early Reading, Phonological Awareness
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Swanson, Elizabeth; Edmonds, Meaghan S.; Hairrell, Angela; Vaughn, Sharon; Simmons, Deborah C. – Intervention in School and Clinic, 2011
Upper elementary content-area teachers often face the challenge of how to make content-area text more accessible and learnable for their students. Whereas there exists a range of comprehension strategies that can be applied to informational text, the premium on instructional time leaves teachers in search of a cohesive, efficient, and effective…
Descriptors: Reading Comprehension, Textbooks, Inferences, Social Studies
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Vaughn, Sharon; Klingner, Janette K.; Swanson, Elizabeth A.; Boardman, Alison G.; Roberts, Greg; Mohammed, Sarojani S.; Stillman-Spisak, Stephanie J. – American Educational Research Journal, 2011
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and…
Descriptors: Reading Comprehension, Reading Fluency, Language Arts, Reading Teachers
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Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell – Exceptional Children, 2011
The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…
Descriptors: Control Groups, Intervention, Mathematics Achievement, Numeracy
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Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell – Grantee Submission, 2011
The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…
Descriptors: Grade 1, Numeracy, Intervention, Mathematics Skills
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