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Direct linkCapin, Philip; Cho, Eunsoo; Miciak, Jeremy; Roberts, Greg; Vaughn, Sharon – Learning Disability Quarterly, 2021
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…
Descriptors: Reading Comprehension, Listening Comprehension, Grade 4, Elementary School Students
Cho, Eunsoo; Capin, Philip; Roberts, Greg; Roberts, Garrett J.; Vaughn, Sharon – Journal of Educational Psychology, 2019
In the present study, we compared the extent to which linguistic comprehension (vocabulary and listening comprehension) and word reading explain reading comprehension differentially for English learners (ELs) and non-ELs with reading difficulties. We also investigated whether different mechanisms of reading comprehension failure exist for each…
Descriptors: Reading Comprehension, Reading Difficulties, English Language Learners, Listening Comprehension
Vaughn, Sharon; Roberts, Greg; Capin, Philip; Miciak, Jeremy; Cho, Eunsoo; Fletcher, Jack M. – Exceptional Children, 2019
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction…
Descriptors: Reading Skills, Vocabulary Development, Language Skills, Reading Comprehension
Cho, Eunsoo; Capin, Philip; Roberts, Greg; Vaughn, Sharon – Journal of Learning Disabilities, 2018
Within multitiered instructional delivery models, progress monitoring is a key mechanism for determining whether a child demonstrates an adequate response to instruction. One measure commonly used to monitor the reading progress of students is oral reading fluency (ORF). This study examined the extent to which ORF slope predicts reading…
Descriptors: Predictive Validity, Oral Reading, Reading Fluency, Elementary School Students
Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon – Learning Disabilities Research & Practice, 2015
We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading…
Descriptors: Cognitive Ability, Attention, Self Efficacy, Elementary School Students
Scammacca, Nancy K.; Roberts, Garrett J.; Cho, Eunsoo; Williams, Kelly J.; Roberts, Greg; Vaughn, Sharon R.; Carroll, Megan – Review of Educational Research, 2016
The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of…
Descriptors: Elementary Secondary Education, Reading Programs, Intervention, Annual Reports
