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Wanzek, Jeanne; Vaughn, Sharon; Kent, Shawn C.; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.; Solis, Michael – Journal of Research on Educational Effectiveness, 2014
This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…
Descriptors: Control Groups, Experimental Groups, Course Content, Problem Solving
Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon – Reading and Writing: An Interdisciplinary Journal, 2014
Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students' ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text…
Descriptors: Bilingualism, High School Students, Reading Aloud to Others, United States History
Williams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities
Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela – Reading & Writing Quarterly, 2016
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional…
Descriptors: Vocabulary Development, Reading Comprehension, Teaching Methods, Educational Practices
Vaughn, Sharon; Martinez, Leticia; Williams, Kelly J.; Miciak, Jeremy; Fall, Anna-Mária; Roberts, Greg – Journal of Research on Educational Effectiveness, 2022
This study examined the effects of Reading Intervention for Adolescents (RIA) and a mentoring intervention (MI) implemented for 1 year with ninth-grade English learners (ELs) with reading difficulties. Eligible students enrolled at three urban high schools were randomly assigned to the RIA (n = 142), MI (n = 163), RIA and MI (n = 164), or…
Descriptors: Program Effectiveness, Reading Programs, Intervention, Mentors
Vaughn, Sharon; Martinez, Leticia R.; Williams, Kelly J.; Miciak, Jeremy; Fall, Anna-Mária; Roberts, Greg – Journal of Educational Psychology, 2019
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
Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela – Grantee Submission, 2015
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional…
Descriptors: Middle School Students, High School Students, Social Studies, Language Arts
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
Vaughn, Sharon; Danielson, Louis; Zumeta, Rebecca; Holdheide, Lynn – Jobs For the Future, 2015
The U.S. Department of Education's Office of Special Education Programs now requires states to fully disclose the precise steps they will take to ensure better outcomes for students with disabilities. This new requirement can aid educators in implementing effective practices for providing deeper learning opportunities for these students. With the…
Descriptors: Disabilities, Special Education, Evidence Based Practice, Educational Practices
Kent, Shawn; Wanzek, Jeanne; Swanson, Elizabeth A.; Vaughn, Sharon – Learning Disabilities Research & Practice, 2015
We examined the effectiveness of implementing team-based learning (TBL) practices on content acquisition for 11th grade students with high-incidence disabilities enrolled in general education social studies courses. TBL components focus on collaborative discourse within heterogeneous teams. TBL, which requires critical thinking and the application…
Descriptors: High School Students, Disabilities, Social Studies, Cooperative Learning