Publication Date
| In 2021 | 0 |
| Since 2020 | 1 |
| Since 2017 (last 5 years) | 2 |
| Since 2012 (last 10 years) | 4 |
| Since 2002 (last 20 years) | 5 |
Descriptor
| Reading Comprehension | 6 |
| Reading Difficulties | 4 |
| Reading Fluency | 4 |
| Reading Instruction | 4 |
| Comparative Analysis | 3 |
| Intervention | 3 |
| Middle School Students | 3 |
| Oral Reading | 3 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Learning Disabilities | 2 |
| More ▼ | |
Author
| Vaughn, Sharon | 6 |
| Cirino, Paul T. | 2 |
| Linan-Thompson, Sylvia | 2 |
| Miciak, Jeremy | 2 |
| Ahmed, Yusra | 1 |
| Bryant, Diane Pedrotty | 1 |
| Fletcher, Jack M. | 1 |
| Hamff, Allison | 1 |
| Hougen, Marty | 1 |
| Petscher, Yaacov | 1 |
| Reed, Deborah K. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 3 |
| Middle Schools | 3 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Junior High Schools | 2 |
| Secondary Education | 2 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Grade 6 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| More ▼ | |
Audience
Location
| Texas | 3 |
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 2 |
| Woodcock Diagnostic Reading… | 1 |
What Works Clearinghouse Rating
Direct linkWilliams, 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
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
Solis, Michael; Miciak, Jeremy; Vaughn, Sharon; Fletcher, Jack M. – Learning Disability Quarterly, 2014
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or…
Descriptors: Longitudinal Studies, Grade 6, Grade 7, Grade 8
Reed, Deborah K.; Vaughn, Sharon; Petscher, Yaacov – Learning Disability Quarterly, 2012
In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index =…
Descriptors: Factor Analysis, Validity, Reading Comprehension, Grade 8
Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon – Learning Disability Quarterly, 2007
Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…
Descriptors: Intervention, Reading Fluency, Second Language Learning, Criteria
Peer reviewedBryant, Diane Pedrotty; Vaughn, Sharon; Linan-Thompson, Sylvia; Ugel, Nicole; Hamff, Allison; Hougen, Marty – Learning Disability Quarterly, 2000
Ten sixth-grade teachers and 60 students (14 with reading disabilities, 17 low-achieving students, and 29 typical students) participated in a four-month professional development and intervention program designed to enhance reading outcomes using word identification, fluency, and content area comprehension strategies. All three groups improved in…
Descriptors: Middle School Students, Middle Schools, Oral Reading, Professional Development
