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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
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Bryant, 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