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Scammacca, Nancy K.; Roberts, Greg; Vaughn, Sharon; Stuebing, Karla K. – Journal of Learning Disabilities, 2015
This meta-analysis synthesizes the literature on interventions for struggling readers in Grades 4 through 12 published between 1980 and 2011. It updates Scammacca et al.'s analysis of studies published between 1980 and 2004. The combined corpus of 82 study-wise effect sizes was meta-analyzed to determine (a) the overall effectiveness of reading…
Descriptors: Meta Analysis, Intervention, Reading Difficulties, Elementary Secondary Education
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Barth, Amy E.; Vaughn, Sharon; McCulley, Elisabeth V. – International Journal for Research in Learning Disabilities, 2015
Reading comprehension is an essential academic skill (Nash & Snowling, 2006;National Reading Panel, National Institute of Child Health and Human Development, 2000).Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education…
Descriptors: Middle School Students, Reading Difficulties, Intervention, Reading Instruction
Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade – TEACHING Exceptional Children, 2017
When students read more, vocabulary knowledge increases (Cunningham & Stanovich, 2003; Krashen, 2004). Out of every 100 unknown words that students encounter while reading, they learn an average of 15 of them from text alone (Swanborn & de Glopper, 1999). In addition, as students age, they are more likely to infer word meanings, indicating…
Descriptors: Secondary School Students, Adolescents, Reading Instruction, Reading Comprehension
Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade – Grantee Submission, 2017
This article describes the importance of vocabulary knowledge in adolescents' reading comprehension, particularly for students with disabilities. Students with stronger vocabularies tend to have better background knowledge and improved understanding of content-area texts. We describe evidence-based vocabulary instructional practices that…
Descriptors: Adolescents, Content Area Reading, Direct Instruction, Disabilities
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Vaughn, Sharon; Simmons, Deborah; Wanzek, Jeanne – Society for Research on Educational Effectiveness, 2013
Adolescents in the United States and their teachers face an enormous academic challenge with respect to reading comprehension. College and career readiness standards outlined in the Common Core (2012) place increased emphasis on preparing students to read increasingly complex text across a range of disciplinary content areas. At issue is how to…
Descriptors: Experiments, Secondary Education, Design, Reading
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Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy K.; Metz, Kristina; Murray, Christy S.; Roberts, Greg; Danielson, Louis – Review of Educational Research, 2013
This synthesis extends a report of research on extensive interventions in kindergarten through third grade (Wanzek & Vaughn, 2007) to students in Grades 4 through 12, recognizing that many of the same questions about the effectiveness of reading interventions with younger students are important to address with older students, including (a) how…
Descriptors: Reading Achievement, Intervention, Reading Difficulties, Reading Fluency
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Haager, Diane; Vaughn, Sharon – Learning Disabilities Research & Practice, 2013
The K-5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to…
Descriptors: Learning Disabilities, State Standards, Guidance, Special Education Teachers
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Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Vaughn, Sharon – Reading and Writing: An Interdisciplinary Journal, 2013
This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled…
Descriptors: Decoding (Reading), Reading Fluency, Reading Comprehension, Middle School Students
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Roberts, Greg; Vaughn, Sharon; Fletcher, Jack; Stuebing, Karla; Barth, Amy – Reading Research Quarterly, 2013
This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year…
Descriptors: Response to Intervention, Reading Difficulties, Middle School Students, Grade 6
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Vaughn, Sharon; Roberts, Greg; Reutebuch, Colleen – Society for Research on Educational Effectiveness, 2013
Collaborative Strategic Reading (CSR) is a multicomponent reading intervention aimed at improving students' text comprehension. Two 1-year randomized controlled trials were conducted to determine the efficacy of CSR with seventh and eighth grade students. The Year 2 replication study was identical to the original Year 1 study except that the…
Descriptors: Reading Strategies, Intervention, Reading Comprehension, Randomized Controlled Trials
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Roberts, Greg; Vaughn, Sharon; Fall, Anna-Mária; Vaughn, Michael – Society for Research on Educational Effectiveness, 2013
Students transitioning from middle school to high school face a range of academic and social challenges. Academic content is more diverse and challenging, and its delivery is increasingly text based, requiring competence in literacy and problem-solving skill areas. Students entering 9th grade often struggle to find an appropriate peer group and…
Descriptors: Dropouts, Secondary School Students, Dropout Prevention, Intervention
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Roberts, Greg; Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Vaughn, Sharon – Learning and Individual Differences, 2013
This study used multigroup structural equations to evaluate the possibility that a theory-driven, evidence-based, yearlong reading program for sixth-grade struggling readers moderates the interrelationships among elements of the simple model of reading (i.e., listening comprehension, word reading, and reading comprehension; Hoover & Gough,…
Descriptors: Evidence, Reading Programs, Reading, Listening Comprehension
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Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Wanzek, Jeanne; Stillman-Spisak, Stephanie J.; Solis, Michael; Simmons, Deborah – Reading Research Quarterly, 2013
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional…
Descriptors: Teaching Methods, Social Studies, Reading Comprehension, Content Area Reading
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Vaughn, Sharon; Roberts, Greg; Klingner, Janette K.; Swanson, Elizabeth A.; Boardman, Alison; Stillman-Spisak, Stephanie J.; Mohammed, Sarojani S.; Leroux, Audrey J. – Journal of Research on Educational Effectiveness, 2013
This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach…
Descriptors: Language Arts, Reading Instruction, English Instruction, Middle School Students
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McCulley, Lisa V.; Katz, Sarah; Vaughn, Sharon – Advances in Special Education, 2013
Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction. Because reading is fundamental to competency of all future endeavors, reading interventions have been the focus of considerable public and professional attention. Intensive…
Descriptors: Reading Instruction, Learning Disabilities, Outcomes of Education, Reading Skills
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