Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 1 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 3 |
Descriptor
Author
| Vaughn, Sharon | 3 |
| Fletcher, Jack M. | 1 |
| Miciak, Jeremy | 1 |
| Petscher, Yaacov | 1 |
| Reed, Deborah K. | 1 |
| Solis, Michael | 1 |
| Williams, Kelly J. | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Middle Schools | 3 |
| Grade 7 | 2 |
| Grade 8 | 2 |
| Junior High Schools | 2 |
| Secondary Education | 2 |
| Elementary Education | 1 |
| Grade 6 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
Audience
Location
| Texas | 3 |
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
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
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
