Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 7 |
| Since 2006 (last 20 years) | 7 |
Descriptor
| Reading Comprehension | 7 |
| Scores | 7 |
| Teaching Methods | 5 |
| Reading Difficulties | 4 |
| Reading Instruction | 4 |
| Content Area Reading | 3 |
| Course Content | 3 |
| English Language Learners | 3 |
| Grade 8 | 3 |
| Intervention | 3 |
| Middle School Students | 3 |
| More ▼ | |
Source
| Grantee Submission | 3 |
| Educational Psychology Review | 1 |
| Exceptional Children | 1 |
| Journal of Educational… | 1 |
| Topics in Language Disorders | 1 |
Author
| Sharon Vaughn | 7 |
| Jeanne Wanzek | 5 |
| Philip Capin | 4 |
| Anna-Mária Fall | 3 |
| Elizabeth Swanson | 3 |
| Greg Roberts | 3 |
| Amy E. Barth | 2 |
| Brandy Gatlin | 2 |
| Eunsoo Cho | 2 |
| Heather Kincaid | 2 |
| Leticia Martinez | 2 |
| More ▼ | |
Publication Type
| Reports - Research | 7 |
| Journal Articles | 5 |
| Information Analyses | 2 |
Education Level
| Elementary Education | 5 |
| Junior High Schools | 5 |
| Middle Schools | 5 |
| Secondary Education | 5 |
| Grade 8 | 3 |
| Early Childhood Education | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 2 |
| Does not meet standards | 1 |
Peer reviewed
Download full text
Direct linkAmy E. Barth; Sharon Vaughn; Philip Capin; Eunsoo Cho; Stephanie Stillman-Spisak; Leticia Martinez; Heather Kincaid – Grantee Submission, 2016
Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6-8 were randomly assigned to treatment (n = 83) and control conditions (n = 51)…
Descriptors: Reading Comprehension, Intervention, Listening Comprehension, Expressive Language
Amy E. Barth; Sharon Vaughn; Philip Capin; Eunsoo Cho; Stephanie Stillman-Spisak; Leticia Martinez; Heather Kincaid – Topics in Language Disorders, 2016
Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6-8 were randomly assigned to treatment (n = 83) and control conditions (n = 51)…
Descriptors: Reading Comprehension, Intervention, Listening Comprehension, Expressive Language
Jeanne Wanzek; Elizabeth Swanson; Sharon Vaughn; Greg Roberts; Anna-Mária Fall – Grantee Submission, 2016
This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non-English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…
Descriptors: English Language Learners, Reading Comprehension, Students with Disabilities, Teaching Methods
Jeanne Wanzek; Elizabeth Swanson; Sharon Vaughn; Greg Roberts; Anna-Mária Fall – Exceptional Children, 2016
This study investigated the effects of Promoting Adolescent Comprehension Through Text (PACT), a content knowledge and comprehension treatment for English learner and non--English learner students with disabilities who were provided instruction in general education social studies classrooms. Eighth-grade students with disabilities in the treatment…
Descriptors: English Language Learners, Reading Comprehension, Teaching Methods, Social Studies
Jeanne Wanzek; Sharon Vaughn; Nancy Scammacca; Brandy Gatlin; Melodee A. Walker; Philip Capin – Grantee Submission, 2016
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We…
Descriptors: At Risk Students, Early Childhood Education, Elementary School Students, Group Structure
Jeanne Wanzek; Sharon Vaughn; Nancy Scammacca; Brandy Gatlin; Melodee A. Walker; Philip Capin – Educational Psychology Review, 2016
This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn "School Psychology Review," "36", 541-561, 2007; Wanzek et al. "Review of Educational Research," "83", 163-195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies…
Descriptors: Meta Analysis, Reading Instruction, Response to Intervention, Reading Difficulties
Sharon Vaughn; Leticia R. Martinez; Jeanne Wanzek; Greg Roberts; Elizabeth Swanson; Anna-Mária Fall – Journal of Educational Psychology, 2017
Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…
Descriptors: Course Content, Social Studies, Grade 8, Middle School Teachers
